On-going testing and evaluation. Week 14 Health and safety Term 2.1 Christmas Break Week 15 Safety in products and services to the customer A02 Section D – Continued. Week 16 Care labelling Week 17 Quality control Week 18 Quality assurance Week 19 Protecting designs and intellectual property Week 20 Critical analysis – existing products Focus on analysing physical products, or printed images. Week 21 Critical analysis – existing products Focus on analysing physical products, or printed images. Term 2.2 Half term Week 22 Critical analysis – existing products Focus on analysing physical products, or printed images. Week 23 Critical analysis – existing products Focus on analysing physical products, or printed images. Week 24 Critical analysis – existing products Focus on analysing physical products, or printed images.
plastic components etc. Packaging is often damaging to the environment – students to suggest ways packaging could be made more environmentally friendly. A band name or logo is a method of identity that sets a product apart from its competitors. Students to list a range of fashion and textiles brand names and logos. Discuss what brand names/logos represent to consumers. Examples could include; Designers Guild, Chanel, Debenhams, Primark. Detailed investigation of one brand of the student’s choice. Week 3 Enterprise and marketing Concept of global marketing: the promotion and advertisement of products including the use of new technologies, eg social viral marketing product costing and profit awareness of the role of entrepreneurs. Interpretation of market research data, calculating costs and profit. Marketing now days can easily reach all corners of the globe, students to research the impact of this type of marketing. Research and identify brand names that are globally recognised - Important to focus on fashion and textiles brand names. Eg Dior, Nike, Levi etc. Compile a list of these identified brands. How do they reach consumers? List ways in which brands can use new technologies to reach and appeal to consumers. Examples may include; international stores, advertising through websites, social media, mentions on blogging sites, digital content etc.
budget. determine the product direction that the retailers will take each season. Merchandisers set the retail price of a product. A buyer decides what items will be stocked in a store. Retail buyers work closely with designers, and attend trade fairs and fashion shows to observe up-coming trends. They may work for large , chain stores or smaller . A visual merchandiser creates window and in-store displays in shops and department stores, taking responsibility for ‘the look’ of the store, with the aim of promoting goods in order to maximise sales. Designers often collaborate with others in the design process, to create innovative ideas and to attract a new or wider market to a retail store. Students to research case studies of such collaborations that may include: New Look and Rhianna, H+M and Marni, Topshop and Kate Moss. Week 5 Design methods and processes Iterative design process. Different approaches to user centred design. That in approaching a design challenge is not a single process, but that good design always Representation of data used to inform design decisions and evaluation of outcomes. The use of ergonomic and anthropometric data when designing products for humans and specific applications. User-centred design (UCD) is a project approach that puts the intended of a consumer at the centre of its design and development. It does this by talking directly to the user at key points in the project to make sure the site will deliver upon their requirements. This topic is very much linked with the research and development of the NEA, and the
technological developments of the era. Research into other fashion and textile designers. Week 14 Socio-economic influences on fashion and textiles Influences have helped to shape product design and manufacture, including: trends street culture music and media events WW1, WW2 the rise of youth culture and attitudes the influence of workwear on fashion the role of women sport and leisure technological developments music, film, royalty and celebrities. Determining quantities of materials. Calculations of sides and angles of products. Use of geometry to create templates for designs. There are many influences that shape trends in fashion and textiles. Much of the specification content for this section can be integrated into teaching for weeks 8-13. However, it is useful to look at the development of design and social influence as a whole. Suggested delivery here is to use these influences as a starting point for research over the fashion period of 1890 – 1990. Students to investigate the role of the following key areas in the changing shape of fashion: street culture, music, film, tv, celebrity WW1 and WW2 culture workwear role of women technological developments sport and leisure Students to reference the design process booklet, other sources of printed information and video clips available online. Link to the design process eg bubble up, trickle down theories. Celebrity culture and their influence of fashion and collaborations in design and retail of special collections. Comparison
Create a summary of the general characteristics of this group. Week 17 Classification of materials: Synthetic fibres Students to know the classifications of the following fibres, and describe their performance characteristics: Synthetic fibres: polyamide (nylon), polyester, acrylic, elastomeric chlorofibres (polyvinyl), fluorofibres (PTFE) aramid fibres (Kevlar, Nomex) inorganic fibres including glass, carbon, metallic, ceramic. Students must demonstrate knowledge and describe the process of melt spinning when making synthetic fibres. Understand physical and working characteristics of fibres. Calculation of quantities of materials sizes and costs. Understand how fibre production can affect the fibre formation Investigation into natural plant and animal fibres, students need to understand properties and performance characteristics, as well as recognising longitudal and cross sectional shapes of fibres. Fibre/fabric samples of four key synthetic fibres for students to handle. (nylon, polyester, elastomeric, acrylic) Comparison of the handle and visual characteristics. In groups, create a fibre properties table, focusing on five key property areas: strength, absorbency, warmth, comfort and handle, care. Complete the table with the four synthetic fibres. Extend the table to explore end-uses for the fibres for fashion and textiles products. production Polymer/Spinneret/extrusion – melt spinning. Many video clips of fibre production are available online – students could create a flow chart of the fibre making process. Highlight key terms. Chlorofibres: polyvinyl chloride (PVC) and fluorofibres (PTFE). Mainly coated fabrics, creating a ‘plastic’ effect fabric surface. Students to be aware of the process of coating on a woven/knitted base, with a petrochemical solution to create
performance characteristics: Modern materials microfibres nano-fibres microencapsulated fibres and fabric. Laminated materials Students should be able to describe the membrane system and the principles behind how laminated fabrics work. Gore-Tex Sympatex bonded fabrics, eg fake leather backed by a fabric to give stability. Calculation of quantities of materials sizes and costs. Definition of: Modern materials – ‘man-made for performance’ (they do not respond to external stimulus, unlike Smart materials) Microfibres – a high number of fine synthetic filaments in one yarn, that are finer that one denier or tex (decitex). eg Kevlar, Polartec Nano-fibres – than microfibers, unique for high porosity and specialist, biological applications Microencaplulated – release etc. when pressure is applied. Eg Purista, Amicor, Microban. Group work to research and discuss fibre effects and applications – supply students with printed material, set up a ‘jigsaw’ for sharing information. Laminated materials, definition of: Laminated fabrics combine two or more layers of different fabrics, bonded together by adhesive or by the thermoplastic qualities of one, or both of the fabrics. Gore-Tex and Sympatex. Students to investigate the properties of two fabrics from the booklet, or printer material. Supply all students with a printed image of Gore-Tex (internet images with no annotations). Students to critically analyse the fabric by annotating;
highlighting 3-layer structure, role of microporous holes, benefits to the wearer. Bonded fabric; research bonding and suggested applications. Week 20 Technical textiles Students should understand the term technical textiles, and explain their suitability for given applications, to include: phosphorescent materials, fibres and fabrics ceramic and carbon fibres used in the production of ceramic fibres to give a fabric UV protection Commercial names of fibres and fabrics. Students to name and describe popular names of natural, man-made Understand physical and working characteristics of fibres. Calculation of quantities of materials sizes and costs. Investigation into natural plant and animal fibres, students need to understand properties and performance characteristics, especially with reference to fashion and textiles applications. Review of technical textiles – ‘designed for performance or enhanced safety’ eg Fast skin, phosphorescent, Gore-Tex. Why are Ceramic and carbon fibres for Nano-production? Why are Ceramic fibres for UV protection? Students to research and answer the questions. Commercial of fibres and fabrics: Definition of Popular/commercial fabric names – ‘modified generic fibres’ Eg Tactel, Lyocell, Tencel, Lycra, polar fleece. Q: What are the reasons for creating these fibres? Students to use the fibres/fabrics booklet to research the six fibre types, discuss responses. Internet research, or teacher to open
animal/protein fibres: very absorbent, insulating regenerated fibres: poor strength, soft, absorbent new Lyocells: with improved performance characteristics synthetics: good strength, smooth, heat set. Study of the shape and formation of fibres. Different cross-sectional and linear formation that can occur in natural form, and those that can be engineered during synthetic and manmade fibre production. PP quiz: Slides on a PowerPoint presentation, a question per Questions relate to fibre properties and classification. PP: visual images of cross sectional and longitudal sections of fibres. Students to identify and discuss. Exam questions: Give relevant questions from the Sample Question paper. Possible exam questions: Create possible exam questions that relate to the specification. This can be done by the teacher, or the students, working in or small groups. Sorting Present a printed table, with the key fibre headings. Supply a list of a range of fibre names and properties. Students to place the fibre/properties under the correct heading. on plant/cellulose, animal/protein, regenerated fibres, new Lyocells, synthetics, smart, modern, laminated, inorganic, trade mark fibres. Spring half term Week 22 Yarn production: basic yarns Basic yarns staple filament Ensure products are designed to take account of Students need to know that fibres are made into yarns before they can be manufactured into woven and knitted fabrics.
Week 27 Woven fabrics Brocades and Jacquard yarn system weaves: cut pile fabrics, (velvet, needlecord, corduroy) loop pile fabrics (terry towelling) special woven effects. Students to describe, the production processes associated with effects with coloured yarns, including: checks and stripes including gingham tartan madras. Continuation of into more complex woven fabrics Introduce three yarn system fabrics, cut and loop pile. Fabric samples of as many of the weaves as possible for students to handle. Draw and label all weaves. Important for students to ensure direction of warp and weft yarns travel in the correct direction on the fabric. Paired work: Analyse properties of each weave. Through fabric handling and web/book research, list the visual characteristics and individual properties of each fabric. This will include an evaluation eg loop pile is warm, but snags easily. List suitable end products for the weaves. Special woven effects: Special effects created with weaves include checks, gingham, stripes, tartan, madras. Students to draw and label these effects, using coloured pens. These effects use regular or irregular different coloured yarns on the warp and/or the weft. Pile/nap. A pile is the effect of fibres that up from the fabric’s surface (loop). A nap is a pile effect, where the fibres run in a specific direction
products, eg fastness to washing, light, perspiration, rubbing and chlorine dyeing in response to consumer demand and seasonal trends. Video clips are available online to illustrate specific processes. Demonstration: many of these processes can be demonstrated in the classroom, and/or carried out through the NEA. Colourfastness is the resistance to the loss of colour during the manufacturing process, and during the care and wearing of the product. Students to be aware of colour transfer and fastness in relation to fashion and textile products, as specified, left. Dyeing at the garment stage offers many advantages to the manufacturer/retailer. Students to outline the benefits of garment dyeing. Week 2 Surface decoration - printing Students should be aware of, and be able to describe, the steps that need to be taken in preparing a fabric for printing, including: desizing scouring bleaching. Students should be aware of, and be able to Students to be of a range of ways of applying colour and pattern to fabrics. All fabric must be prepared for dyeing, to remove any impurities such as natural oils, fragments of seeds, and provide a general cleaning up of the fibres to remove any soiling or staining developed during harvest or transportation. Scouring is a washing treatment to remove natural impurities in the fabric. Removal of
Week 4 Major developments in technology How major developments in technology are shaping product design and manufacture, including: the introduction of regenerated and synthetic fibres during the 20th century fabric finishes, and smart materials new methods of manufacturing, including mass production as opposed to bespoke, automated manufacturing including CAD and CAM new decorative techniques such as laser printing care of textiles. An awareness of scientific advancements/discoveries and their potential development. Many changes and developments have taken place over the last few years to improve the design and manufacture of textiles products. It would be useful to approach this topic by following a timeline of the development in textiles, from the late Victorian era, through to present day, 1890 – 2010. (this could be easily linked to Design movements and fashion design from term 1:2). Some areas of focus. Victorian industrial age, the Exhibition of 1851, bespoke production. The Arts and Crafts movement of late Victorian era/Wm Morris. Availability of Natural fibres and fabrics only in the Victorian era. Artificial silk, viscose in 1900. Acetate in 1920s impact on design of flapper type dresses, mass production after WW1. Introduction of Nylon as a synthetic fibre, 1939. 1950s acrylics. Space race fabrics 1960s – PVC, Gore-Tex, polyesters. Rise of youth culture reflected in garment production. Popularity of elastomeric fibres in 1980s, CAD, CAM.
automated buttonholing making and sewing of pockets seam stitching pressing computer controlled decorative processes laser cutting. laser cutting. Group work: Students to list advantages of CAM, especially in comparison with manually generated alternatives. Provide a table format, for direct comparison in note form. CAM is a system that relies on management - CAM is not run by robots. Examples of CAM in the classroom – laser cutting, sublimation printing, automatic buttonhole machine. Week 7 The use of computer systems in modern industrial and commercial practice, sub-assembly The use of computer systems. Students should be aware of how computer systems are used to plan and control manufacturing, reduce waste and respond quickly to changes in consumer demand. Students should be able to explain the use of computer controlled systems in production, distribution and storage. Review the use of a range of ICT systems for product manufacture. QRM – Quick Response Manufacture. Systems that allow manufacturers/retailers to meet changes in fashion quickly. Batch production is a flexible system that allows for quick changes in production. JIT and EPOS help to speed up the production process. CIM, Computer Integrated Manufacture, is an umbrella term for automated systems that are time and cost efficient. JIT – advantageous for the manufacturer, as components ‘arrive when needed’, so no storage costs, and fewer wastage. Changes to orders can be made easily, according to
Half term Week 8 Scales of production Students should be of, and be able to describe, the different scales of production giving example products and specific manufacturing methods. Specific scales of production to include: one-off, bespoke batch production mass/line production unit production systems (UPS) quick response manufacturing (QRM) section vertical in-house production. Students to be able to identify the three systems, including advantages and of each system, and relate to end products and level of quality. Scales of production (group work). Create three key headings: Bespoke, Batch and Mass/Line. Print and cut out definitions/key features of the three production systems. Students to place these under the three correct headings, this will assess prior knowledge. Discuss the systems and swap/move information as relevant, so all groups have three correct system features. Group work: Three students per group. Each group to receive printed information on each of the three production systems. Each student to research and make notes on three key areas: advantages of the system disadvantages of the system product examples made through the system. Group to then share this information with each other.
Designing products to consider the six R’s of sustainability. The concept of upcycling. Seasalt, Stella McCartney, Hand M, Patagonia, Chinti and Parker, Junky Styling etc. Different student groups, or a Jigsaw set up in class, could be a good way of sharing information on these brands. Week 13 Manufacture, repair, maintenance and disposal The need to modify designs to make them more efficient to manufacture, including: reducing the number of manufacturing processes how the choice of materials affects the use, care and disposal of products: advisory labelling to encourage responsible use and care of textile products application of the six R’s of sustainability: reduce the quantity of materials, of toxic materials, of damaging materials Awareness of a range of sustainability issues in the design, manufacture and disposal of products. Students to list 6 Rs. Use of mini whiteboards/paper. Class discussion on the relevant R’s. Can students put them in order? Is there an order? Reference to cradle to grave principles. Reduce – materials/packaging Reuse – upcycle/hand-me-downs Rethink – designing for the environment Recycle – charity/fibre recovery Repair – to extend product’s life Refuse – consumer choice not to buy work: Each group to investigate the six key issues. Make notes on: key issues impact on the environment alternative solutions that are eco-friendly
and associated energy use, reuse components and parts, rethink by using eco-friendly alternative materials, recycle materials and/or components into new products maintenance: temporary and integral fixings, use of standardised parts, allowing for service and repair/replacement of parts, ability to upgrade with software downloads, selection of fabrics and components that can be cared for without the need for special treatments, advisory labelling to encourage responsible washing Information can be shared with groups or the class. Care and maintenance- Labelling for environmental concerns. Ways advice presented on care labels eg Wash on low temperatures “Wash at 30” (Persil), “care for our planet” (Levis) Students to list actions consumers can take after purchase to keep the quality of the product, and extend its life. especially in relation to the five standard care symbols Areas may include: wash only when needed wash in cold water/low temperatures line dry hand wash store according to fibre type, etc. If product cannot be worn, perhaps are too or damaged – what can the consumer do with these product types? Students to investigate options for fibre recovery, components recovery, charity donations, re-selling, hand-me-downs, up-cycling, unravelling yarns to re-use etc.
workshop and industrial contexts safety precautions that should be taken with specific manufacturing processes the concept of risk assessment and its application to manufacturing processes. Importance of HandS practices, COSHH, link to NEA. Quality in fashion and textiles products. Implementing health and safety strategies to improve quality in own work. Link to safe practices for the NEA. Students to recognise processes in the classroom that are identified as health and safety concerns. How is the risk minimised/manages in the classroom? Christmas Week 15 Safety in products and services to the customer Students should be of, and able to explain, how designers and manufacturers ensure products are safe for consumers to use: legislation used to protect consumers and its impact on product design, eg Consumer Rights Act (2015), Sales of Goods Act (1979), Students to be aware of the Consumer Rights Act (2015) and Sale of Goods Act (1979) for consumer protection. Especially in relation to target markets eg Children’s textiles and specific product groups eg furnishings in a commercial environment. BSI: British Standards Institute. Students to investigate role in relation to fashion and textile products. (Care to be taken with the role of the BSI – they do not set laws or inspect quality procedures, the BSI will set standards that companies can choose to follow if they want
specifically including the requirements that relate to children’s clothing the British Standards Institute (BSI), and how specific products be tested to meet safety standards measures to ensure the safety of toys, eg Lion Mark the European eco label ISO. their products to meet the expected quality from the product). Key BSI standards relating to textile products: no cords or drawstrings on children’s’ hoods children’s nightwear must meet flammability performance requirements and have a sewn-in label warning of a flammability danger no components that resemble food no small components that may be a choking hazard no components upholstery must meet flammability regulations. Safety as related to the consumer. Students to: identify logos related to quality/safety marks. (BSI kite mark, Lion mark, CE, care labelling, such as flammability logos) and their individual importance for ensuring safety standards for the consumer research the role of ISO standards, as compared with the BSI identify the European eco label logo, awareness of its role for textiles in Europe.
Week 16 Care labelling Students should be aware of, and able to explain, the different ways in which a product can be cared for and maintained, including care labels, their use and what they mean. The four areas to be considered when labelling a garment: fibre content country of origin care instructions safety instructions/ flammability. Understand the relationship between care recommendations and properties, eg the thermoplastic nature of synthetic fibres and wash/iron temperatures, shrinkage of wool fibres when washed at high temperatures and with excessive mechanical action. Students need to be aware of the five standard care symbols and their meaning. Design process booklet to provide this information – symbols (with variants) can be presented on screen as a quiz. Link care requirements to fibre/fabric properties. Paired work: students to make notes, using ‘Fibres booklet’ on the general care requirements of the three main groups – natural, manufactured and synthetic. Advice for specific fibres, for example: the thermoplastic nature of synthetic fibres, shrinkage and felting of wool, reasons for dry cleaning and hand wash for silk. Students can interpret care labels from own clothing. Students could create a care label from the fibre content of a fashion or textile product. Reference: Labelling for environmental concerns. Ways advice presented on care labels eg Wash on low temperatures “Wash at 30” (Persil), line dry, wash only when needed, “care for our planet” (Levis).
HLCC and their role in devising the care label system. Week 17 Quality control The monitoring, checking and testing of materials, components, equipment and products throughout production to ensure they conform to acceptable tolerances. Product sampling. Quick response manufacturing teams and quality circles. Automated equipment to for faults in fabrics. Labelling and quality assurance symbols, eg wool mark, 100% cotton logo, Tencel logo, Teflon logo. Fabric finish logo. Quality control standards as laid down by BSI and voluntary codes of practice. Outline the key points in relation to Quality control – not to be confused with quality assurance. Definition: a system of maintaining standards in manufactured products by throughout production and testing samples of the output against the specification. Questions to research: Why test for quality? When test for quality? Quality and testing is carried out throughout the design and making process, and is to ensure the products meet all aspects of the specification. Making checks are completed on a regular usually at each key stage of making. Quality testing is also carried out at random intervals on completed garments – often noted with self-adhesive quality labels on the inside of clothing. Often 1 in every 100 garments may be checked. Q: outline the quality checks that would take place in the making of a men’s tailored shirt. Q: Discuss the systems in place in an industry
setting for ensuring that quality standards are maintained. Reference to the BSI and ISO to help ensure quality of fashion and textiles products are appropriate for the end-product or the target market. Q: what types of quality checks a will a large chain of fashion retailers make in production as compares with a bespoke product? Link to industry testing of products, such as, colourfastness, strength, abrasion resistance, flammability to ensure safety. Knowledge of specific testing methods and the reasons for carrying them out. Week 18 Quality assurance Planning for accuracy and efficiency. The importance when making prototypes for small, medium and large scale production. The procedures and policies put in place to reduce waste and ensure manufactured products are produced accurately and within Calculations based on economies of scale. The impact of one way designs, nap and pattern on fabric layouts. Outline the key points in relation to Quality assurance – not to be confused with quality control. Definition: the maintenance of a desired level of quality in a service or product, especially by means of attention to every stage of the process of delivery or production. PPC in manufacturing. The use of ICT to effectively control the flow of production in an industrial setting TQM – Total Quality Management. The ethos of a whole company approach to
quality issues in relation to the type/cost of product care label/instructions as relevant to fibre content. Focus on analysing physical products, or printed images. Week 24 Critical analysis – existing products Focus on analysing physical products, or printed images. Week 25 Critical analysis – existing products Focus on analysing physical products, or printed images. Week 26 Review and analysis – design process The main focus here is to revisit the different elements of the specification content, process and application in relation to a range of fashion and textile products in exams. A suggested selection of activities to use: Word cloud: present a range of key terms on a word cloud format – students to the given terms. PP quiz: Slides on a PowerPoint presentation, a question per slide. Images of constructions, fibre shapes, brand logos, yarn types etc. students to correctly Product analysis: Present students with printed images, or physical products, of design and making processes. Analyse these processes in relation to the Week 27 Review and analysis – designers and design movements Week 28 Review and analysis – fibres, yarns and fabric construction Easter break