Mini project three Specification content Teaching and learning ideas 24–28 Learners should work on a mini project that allows them to use and develop the seven textile skills: Learners should include supporting evidence to be included in portfolio in relation to the knowledge and understanding and of their choice of skills. This should include: an explanation of the technique selected together with a justification of why this was the most appropriate for the product photographs showing the learner carrying out the with clear reference to the materials, equipment and machinery that have been used justification of materials selected with particular reference to their properties how quality control checks have been applied throughout the process an evaluation of techniques that have been carried out, including how issues were addressed and Learners should be introduced to a project that allows them to choose from the full range of skills. This is the final opportunity for learners to demonstrate the skills not already included in a project and to show progress in the skill level for those already covered. You should choose a range of products that allow learners to use and develop some of the new skills that they have been taught. Fashion garments are an ideal product and the level of complexity in the garment(s) can vary according to each learner's ability. Stretch and challenge opportunity: a greater complexity in the number and type of techniques used, combining a number of different techniques, use of challenging fabric. Learners who complete the project in less time should be encouraged to revisit earlier work with a view to making improvements where necessary. ICT opportunity: use of search engines and digital cameras to find images of existing products and theme, use of Photoshop to manipulate images. Risk assessment needed: care in using sewing machines, irons and other tools and equipment used depending on techniques selected. Equipment needed: sewing machines, cutting shears, iron and ironing additional tools and equipment depending on individual skills selected.
and understanding of different manufacturing systems: one-off and batch line production organisation Just-in-Time (JIT) systems sub-assembly. Health and Safety legislation and procedures in the school workshop and factories including: the main requirements of the Health and Safety at Work Act (1974) legislation concerning the Control of Substances Hazardous to Health (COSHH). care in using sewing machines, irons and other tools and equipment used depending on techniques selected. Equipment needed: sewing machines, cutting shears, iron and ironing additional tools and equipment depending on individual skills selected. Unit 2 – product manufacture and modern materials Specification content Teaching and learning ideas
there is clear and detailed evidence of the manufacture and testing of their product the manufacture and testing is complete and fully recorded the portfolio is presented in a logical order so that a third person can follow the story of the project. This will allow learners to complete any unfinished work or make minor modifications to their submission. Unit 3 – commercial enterprise Weeks Specification content Teaching and learning ideas 23–25 Commercial enterprise Learners should develop knowledge and understanding of: Learners should be taught: The different toiles within textile manufacturing companies and the importance of each. New fashion start-up businesses, including use of social media to promote business.
How work is divided between departments including: planning and stock management pattern making and sample garment making cutting and sewing quality control packing and distribution. An awareness of fashion start-up businesses and the use of social media to promote them. The target market and need for a unique selling (USP) and brand identity in order to succeed. The advantages and disadvantages of different methods of selling fashion and textile products including: independent retail outlet/boutique high street shop department store franchise market website. Learners could use the internet or social media/blogs to research new fashion businesses, online fashion magazines, or visit local colleges or universities that offer courses in fashion and textiles to look at learner work/exhibitions/fashion shows. The need to know the target market and its requirements including: the importance of a unique selling point (USP) and brand identity different pricing of fashion products in relation to quality of product, design and target market group (TMG). As a class, learners could collect some examples of fashion labels and logos and discuss their impact on consumers and the price of fashion products. Learners should know and understand the advantages and disadvantages of different methods of selling fashion and textile products. As a class, learners could make a chart of where they shop, the type of products available, the quality and price of the products, the shopping experience, and ways of paying for goods. ICT opportunity: use of search engines and digital cameras to carry out research, use of spreadsheets and word processing to present work.