3.1 Technical principles

Materials and their applications

Materials and applications

Content	Potential links to maths and science
Students are expected to be able to name specific materials for a wide range of applications. They must also be able to provide detailed and justified explanations of why specific materials and combinations of materials are suitable for given applications with reference to: physical and mechanical properties and working characteristics product function aesthetics cost manufacture and disposal.	Understand the appropriate use of textile materials based on their physical and working characteristics such as: thermal insulation ability to reflect light thermoplasticity flammability ability to absorb moisture development of static electricity. Calculation of quantities of materials sizes and costs.

Content

Potential links to maths and science

Students are expected to be able to name specific materials for a wide range of applications.

They must also be able to provide detailed and justified explanations of why specific materials and combinations of materials are suitable for given applications with reference to:

physical and mechanical properties and working characteristics
product function
aesthetics
cost
manufacture and disposal.

Understand the appropriate use of textile materials based on their physical and working characteristics such as:

thermal insulation
ability to reflect light
thermoplasticity
flammability
ability to absorb moisture
development of static electricity.

Calculation of quantities of materials sizes and costs.

Classification of materials

Content	Potential links to maths and science
Students must know the classifications of the following fibres, and be able to name examples that belong to each category: natural fibres: natural plant/cellulosic fibres – cotton, linen, ramie natural animal/protein fibres – wool, silk hair fibres – cashmere, mohair, angora manufactured fibres: regenerated fibres – viscose, acetate new generation lyocells – Modal®, Tencel®, Lyocell® synthetic fibres: polyamide (nylon), polyester, acrylic, elastomeric chlorofibres (polyvinyl), fluorofibres (PTFE) aramid fibres (Kevlar®, Nomex®) inorganic fibres including glass, carbon, metallic, ceramic smart materials: reactive materials photochromic dyes phase changing materials modern materials: microfibres nano-fibres microencapsulated fibres and fabric.

Content

Potential links to maths and science

Students must know the classifications of the following fibres, and be able to name examples that belong to each category:

natural fibres:
- natural plant/cellulosic fibres – cotton, linen, ramie
- natural animal/protein fibres – wool, silk
- hair fibres – cashmere, mohair, angora
manufactured fibres:
- regenerated fibres – viscose, acetate
- new generation lyocells – Modal®, Tencel®, Lyocell®
synthetic fibres:
- polyamide (nylon), polyester, acrylic, elastomeric
- chlorofibres (polyvinyl), fluorofibres (PTFE)
- aramid fibres (Kevlar®, Nomex®)
- inorganic fibres including glass, carbon, metallic, ceramic
smart materials:
- reactive materials
- photochromic dyes
- phase changing materials
modern materials:
- microfibres
- nano-fibres
- microencapsulated fibres and fabric.

Methods for investigating and testing materials

Content	Potential links to maths and science
Students must understand how workshop and industrial tests are set up and what will be tested, measured and compared, including: flammability crease resistance shrink resistance colour fastness strength pilling.	Analysis of data obtained from testing.

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Potential links to maths and science

Students must understand how workshop and industrial tests are set up and what will be tested, measured and compared, including:

flammability
crease resistance
shrink resistance
colour fastness
strength
pilling.

Analysis of data obtained from testing.

Performance characteristics of materials

Performance characteristics of fibres

Content	Potential links to maths and science
Students should be able to name different types of fibres. Students should be able to describe the performance characteristics of fibres, including: absorbency strength elasticity flammability thermal qualities lustre handle. Students should be able to explain the different fibres and their specific performance characteristics, including: plant/cellulose fibres: very absorbent, little elasticity, good strength, poor insulators animal/protein fibres: very absorbent, thermally insulating regenerated fibres: poor strength, soft, highly absorbent, crease badly new generation lyocells: with improved performance characteristics synthetic fibres: very good strength, totally non-absorbent, smooth, lightweight, do not crease, can be heat set (thermoplastic). Students should be able to explain the shape and formation of fibres. They should understand and be able to discuss the different cross-sectional and linear formation of fibres that can occur in natural form, and those that can be engineered during synthetic and manmade fibre production.	Understand how the physical shape and formation of fibres affect their performance.
Fibre production. Students should be aware of, and be able to describe, the manufacturing processes used to make fibres in relation to the fibre source. With specific reference to staple fibres and continuous filament fibres, students should be able to demonstrate a knowledge of: wet spinning of regenerated fibres melt spinning of synthetic fibres to give very fine, smooth continuous filaments.	Understand how fibre production can affect the fibre formation.
Yarn production. Students should be aware of, and be able to describe, the manufacture of staple and filament yarns, single and plied yarns.
Mixture and blends. Students should know of the need to blend fibres to create aesthetic effects, performance fabrics, improved care and maintenance of fabrics. Students should be aware of, and be able to describe, the production processes associated with mixtures and blends, including: the mechanics of blending different fibres together how fibres are combined together to make yarns, eg stable fibre blends and multi-filament yarns yarns made from mixes of staple fibres and filament fibres cut down to staple form the different methods of core-spinning yarns which include elastomeric fibres fibre content of typical blends.
Hand and machine knitted methods. Students should be aware of, and be able to describe, the production processes associated with hand and machine knitting, including: panel knitting fully fashioned panels whole garment knitting.
Non-woven fabrics. Students should be aware of, and be able to describe, the production processes associated with non-woven fabrics, including: felts, adhesive and heat bonded needle-felt.
Special woven effects. Students should be aware of, and be able to describe, the production processes associated with woven effects with coloured yarns, including: checks and stripes including gingham, tartan, madras.
Effects created using fibres and yarns. Students should be aware of, and be able to describe, the effects that can be created, including: bouclé and crêpe fabrics crinkle and permanent creasing metallic fibres use of dyes to give multicoloured fabric use of thermoplastic fibres.

Performance characteristics of yarns

Content	Potential links to maths and science
Students should know that fibres need to be made into yarns before they can be manufactured into woven and knitted fabrics. Students should be able to explain the performance characteristics of yarns, including: the importance of twist in relation to strength and bulk of the yarn: the importance of this in the making of crêpe yarns and fabrics technical terms relating to yarns: systems for numbering yarns, eg tex and denier staple and filament yarns. Students should be able to describe the main yarn types, including: textured yarns: false twist and air jet texturising processes, why yarns need to be textured, the importance of thermoplastic qualities in the texturing process fancy yarns: bouclé, slub, chenille, metallised yarns.

Content

Potential links to maths and science

Students should know that fibres need to be made into yarns before they can be manufactured into woven and knitted fabrics.

Students should be able to explain the performance characteristics of yarns, including:

the importance of twist in relation to strength and bulk of the yarn: the importance of this in the making of crêpe yarns and fabrics
technical terms relating to yarns: systems for numbering yarns, eg tex and denier staple and filament yarns.

Students should be able to describe the main yarn types, including:

textured yarns: false twist and air jet texturising processes, why yarns need to be textured, the importance of thermoplastic qualities in the texturing process
fancy yarns: bouclé, slub, chenille, metallised yarns.

Performance characteristics of woven fabrics

Content	Potential links to maths and science
Students should be able to explain the main fabric structures of woven fabrics and be able to recognise these structures and typical end uses for a range of woven fabrics, including: plain (tabby) weave fabrics: broderie anglaise, calico, canvas, chambray, chiffon, flannel, muslin, organdie, poplin, sheeting, shirting, taffeta, voile, winceyette twill weave fabrics: cavalry twill, denim, dog-tooth check, drill, gabardine, herringbone tweeds, serge, tartan satin weave fabrics: satin, sateen, duchesse satin, heavy bridal satins, lighter weight satins for linings and lingerie brocades and Jacquard three yarn system weaves: cut pile fabrics, including velvet, needlecord, corduroy, loop pile fabrics, including terry towelling.

Content

Potential links to maths and science

Students should be able to explain the main fabric structures of woven fabrics and be able to recognise these structures and typical end uses for a range of woven fabrics, including:

plain (tabby) weave fabrics: broderie anglaise, calico, canvas, chambray, chiffon, flannel, muslin, organdie, poplin, sheeting, shirting, taffeta, voile, winceyette
twill weave fabrics: cavalry twill, denim, dog-tooth check, drill, gabardine, herringbone tweeds, serge, tartan
satin weave fabrics: satin, sateen, duchesse satin, heavy bridal satins, lighter weight satins for linings and lingerie
brocades and Jacquard
three yarn system weaves: cut pile fabrics, including velvet, needlecord, corduroy, loop pile fabrics, including terry towelling.

Performance characteristics of knitted fabrics

Content	Potential links to maths and science
Students should be able to explain the two main structures of knitted fabrics and be able to recognise these structures and typical end uses for a range of knitted fabrics, including: weft knits: hand and machine knits, plain knit, single jersey, double jersey, rib knits, jacquard knits warp knits: net and lace structures.

Content

Potential links to maths and science

Students should be able to explain the two main structures of knitted fabrics and be able to recognise these structures and typical end uses for a range of knitted fabrics, including:

weft knits: hand and machine knits, plain knit, single jersey, double jersey, rib knits, jacquard knits
warp knits: net and lace structures.

Performance characteristics of non-woven fabrics

Content	Potential links to maths and science
Students should be able to understand and explain that non-woven fabrics are produced directly from fibres and have knowledge of typical end uses of non-woven fabrics.

Smart materials

Content	Potential links to maths and science
Students should know and understand the term smart material. The effects that can be created by a range of smart materials and have knowledge of specific applications, eg in relation to fabrics for safety and novelty products. Students should be able to explain the suitability of smart materials for given applications making reference to how the material responds to external stimuli, including: changes in temperature changes in light levels changes in pressure (force).

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Potential links to maths and science

Students should know and understand the term smart material.

The effects that can be created by a range of smart materials and have knowledge of specific applications, eg in relation to fabrics for safety and novelty products.

Students should be able to explain the suitability of smart materials for given applications making reference to how the material responds to external stimuli, including:

changes in temperature
changes in light levels
changes in pressure (force).

Technical textiles

Content	Potential links to maths and science
Students should know and understand the term technical textiles. Students should be able to explain the suitability of technical textiles for given applications. Students should be familiar with the following technical textiles: phosphorescent materials, microencapsulated fibres and fabrics ceramic and carbon fibres used in the production of nano-fibres ceramic fibres to give a fabric UV protection properties.

Content

Potential links to maths and science

Students should know and understand the term technical textiles.

Students should be able to explain the suitability of technical textiles for given applications.

Students should be familiar with the following technical textiles:

phosphorescent materials, microencapsulated fibres and fabrics
ceramic and carbon fibres used in the production of nano-fibres
ceramic fibres to give a fabric UV protection properties.

Commercial names of fibres and fabrics

Content	Potential links to maths and science
Students should be able to name and describe popular names of natural, man-made and synthetic fibres and fabrics, including: Tactel® Lyocell® Modal® Tencel® Lycra® Polar fleece.

Content

Potential links to maths and science

Students should be able to name and describe popular names of natural, man-made and synthetic fibres and fabrics, including:

Tactel®
Lyocell®
Modal®
Tencel®
Lycra®
Polar fleece.

Performance characteristics of fabrics

Content	Potential links to maths and science
Students should be able to explain the performance characteristics of fabrics, including: strength durability elasticity flammability thermal qualities absorption water-resistance stretch formability handle drape weight rip-proof. Students should be able to explain the following terms, and how they relate to particular fabrics: pattern repeat directional pile nap texture lustre. Students should be able to describe and explain the following, and how they relate to particular fabrics and their uses: woven fabrics have relatively good strength and stability non-woven fabrics lack strength and have no grain knitted fabrics have fluidity and stretch a nap, or pile, reflects light in different ways size of pattern repeat in relation to the appearance of a product.	Understand how the physical structure of fabrics affects performance. Understand that environmental factors can cause potential degradation of fabrics, eg with reference to colour fastness, weakening by sunlight and chlorine, inappropriate care routines.
Students should know and understand how the properties of fabrics and their physical characteristics relate to their selection for specific fashion, clothing and textile products. This should include reference to both fabric construction and fibre/yarn content and the inter-relationship between them in determining the overall characteristic of a fabric. Properties and physical characteristics to include: tensile strength elasticity resilience durability flammability weight.

Content

Potential links to maths and science

Students should be able to explain the performance characteristics of fabrics, including:

strength
durability
elasticity
flammability
thermal qualities
absorption
water-resistance
stretch
formability
handle
drape
weight
rip-proof.

Students should be able to explain the following terms, and how they relate to particular fabrics:

pattern repeat
directional pile
nap
texture
lustre.

Students should be able to describe and explain the following, and how they relate to particular fabrics and their uses:

woven fabrics have relatively good strength and stability
non-woven fabrics lack strength and have no grain
knitted fabrics have fluidity and stretch
a nap, or pile, reflects light in different ways
size of pattern repeat in relation to the appearance of a product.

Understand how the physical structure of fabrics affects performance.

Understand that environmental factors can cause potential degradation of fabrics, eg with reference to colour fastness, weakening by sunlight and chlorine, inappropriate care routines.

Students should know and understand how the properties of fabrics and their physical characteristics relate to their selection for specific fashion, clothing and textile products. This should include reference to both fabric construction and fibre/yarn content and the inter-relationship between them in determining the overall characteristic of a fabric. Properties and physical characteristics to include:

tensile strength
elasticity
resilience
durability
flammability
weight.

Methods of joining and use of components

Seams

Content	Potential links to maths and science
Different seam types and their selection and use on different products taking into account the fabric type, effect to be achieved, efficiency of manufacture and after care of product. Students should have knowledge of the specific techniques required when working with different fabric types, eg knitted, checked, stretch, directional, sheer and patterned fabrics.

Content

Potential links to maths and science

Different seam types and their selection and use on different products taking into account the fabric type, effect to be achieved, efficiency of manufacture and after care of product.

Students should have knowledge of the specific techniques required when working with different fabric types, eg knitted, checked, stretch, directional, sheer and patterned fabrics.

Threads

Content	Potential links to maths and science
Including sewing threads, embroidery threads, and special effect threads: sewing threads: eg polyester and cotton machine thread, buttonhole thread embroidery threads: eg stranded embroidery, madeira/viscose machine embroidery special effect threads: eg metallic, glow-in-the-dark, multicoloured.

Fusible fleece

Content	Potential links to maths and science
The use of heat-sensitive fleece such as Bondaweb ® when joining layers of fabric, eg in applique work.

The use of fastenings

Content	Potential links to maths and science
The use of fastenings including buttons and buttonholes and loops, zips, poppers, clips, buckles, clasps, Velcro, D-rings, hooks and eyes, fabric and ribbon ties. Selection and application of fastenings for a range of fashion, clothing and textile products taking account of the intended use, fabric type, the effect to be achieved, efficiency of manufacture and after care of product. Students should have an awareness of the different types of fastening within each category, eg open-ended and invisible zips, flat and domed buttons.

Content

Potential links to maths and science

The use of fastenings including buttons and buttonholes and loops, zips, poppers, clips, buckles, clasps, Velcro, D-rings, hooks and eyes, fabric and ribbon ties.

Selection and application of fastenings for a range of fashion, clothing and textile products taking account of the intended use, fabric type, the effect to be achieved, efficiency of manufacture and after care of product.

Students should have an awareness of the different types of fastening within each category, eg open-ended and invisible zips, flat and domed buttons.

Trims

Content	Potential links to maths and science
Braids. Ribbons. Piping. Edging. Bindings. Fringing. Lace. Beads. Diamantés.

Components and their appropriateness for a range of products

Content	Potential links to maths and science
Selection of the most appropriate component for a product taking into consideration the style, effect, fabric used, manufacturing considerations, safety in relation to user, availability and cost implications.

Interfacings, underlinings, linings, interlinings

Content	Potential links to maths and science
Types and applications in relation to fabric weight and construction, and end use of product. Students should have knowledge of the different fabrics used and the reasons for choice in relation to specific products.

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Potential links to maths and science

Types and applications in relation to fabric weight and construction, and end use of product.

Students should have knowledge of the different fabrics used and the reasons for choice in relation to specific products.

The use of finishes

Fabric finishes

Content	Potential links to maths and science
The effects of finishes and the reasons they are needed in relation to: the fibre/fabric properties end use of the product.

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Potential links to maths and science

The effects of finishes and the reasons they are needed in relation to:

the fibre/fabric properties
end use of the product.

Mechanical finishes

Content	Potential links to maths and science
A range of mechanical finishes, including: brushing/raising calendaring embossing heat setting using thermoplastic fibres to give permanent pleats or crinkles and make fabric non-crease and non-shrink stone and sand washing.	Understand how the physical characteristics of fabrics can be modified by using mechanical finishes, eg trapped air acts as an insulator, air supports combustion, smooth fabric reflect light better than those with texture.

Content

Potential links to maths and science

A range of mechanical finishes, including:

brushing/raising
calendaring
embossing
heat setting using thermoplastic fibres to give permanent pleats or crinkles and make fabric non-crease and non-shrink
stone and sand washing.

Understand how the physical characteristics of fabrics can be modified by using mechanical finishes, eg trapped air acts as an insulator, air supports combustion, smooth fabric reflect light better than those with texture.

Chemical finishes

Content	Potential links to maths and science
A range of chemical finishes, including: mercerisation flame retardancy, eg Proban® and Pytovatex® used on cotton fabrics water resistance non-iron/crease resistance, eg Teflon shrink resistance and anti felting moth proofing anti-pilling hygienic (sanitised). Detailed knowledge of the chemicals involved and methods of application is not expected.	Understand how the physical characteristics of fabrics can be modified by applying chemical finishes.

Content

Potential links to maths and science

A range of chemical finishes, including:

mercerisation
flame retardancy, eg Proban® and Pytovatex® used on cotton fabrics
water resistance
non-iron/crease resistance, eg Teflon
shrink resistance and anti felting
moth proofing
anti-pilling
hygienic (sanitised).

Detailed knowledge of the chemicals involved and methods of application is not expected.

Understand how the physical characteristics of fabrics can be modified by applying chemical finishes.

Laminating as a finishing process

Content	Potential links to maths and science
That a laminated fabric is a membrane system made up of two or more layers, and the principles behind how laminated fabrics work. Students should be able to describe a range of laminated fabrics, including: Gore-Tex® Sympatex® Bonded fabrics, eg fake leather backed by a woven fabric to give stability.

Enhancement of materials

Content	Potential links to maths and science
Surface decoration – dyeing. Students should be aware of, and be able to describe, dyeing as a surface decoration, including: vat, discharge and resist, eg tie-dye, batik when dye is applied in relation to fibres, yarns, fabrics and finished products the different types of dye fastness required in fashion clothing and textile products, eg fastness to washing, light, perspiration, rubbing and chlorine dyeing in response to consumer demand and seasonal trends.	Understand the principles behind discharge and resist dyeing. Understand the degradation of fabrics in relation to colour fastness.
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 describe, printing as a surface decoration, including: direct discharge hand (block and stencil) rotary/flat bed screen printing transfer digital printing dye sublimation.
Embroidery. Students should be aware of, and be able to describe, a range of hand and machine embroidery stitches.
Quilting. Students should be aware of, and be able to describe, the construction of quilted fabrics and reasons for their use.	Understand the effects of trapped air on thermal insulation.

Modern industrial and commercial practice

Content	Potential links to maths and science
Scales of production. Students should be aware 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.
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. Students should be able to explain the use of standardised and bought-in components made by specialist manufacturers.
Sub-assembly. Sub-assembly as a separate line of manufacture for certain parts of a product.
Global production. Students should be aware of and able to explain the positive and negative impacts of global production, including: offshore production imports and exports branded goods contracted goods.

Digital design and manufacture

Computer aided design (CAD)

Content	Potential links to maths and science
The advantages and disadvantages of using CAD compared to manually generated alternative. The use of CAD to develop and present ideas for products. How CAD is used in industrial applications.	Use of datum points and geometry when setting out design drawings. The use of tolerances in dimensioning.

Computer aided manufacturing (CAM)

Content	Potential links to maths and science
Students should be aware of, and be able to describe, how CAM is used in the manufacture of products. Specific processes to include: fabric manufacture fabric printing lay planning and computer controlled cutting automated buttonholing making and sewing of pockets seam stitching pressing computer controlled decorative processes laser cutting.	Calculating speeds and times for machining.

Content

Potential links to maths and science

Students should be aware of, and be able to describe, how CAM is used in the manufacture of products.

Specific processes to include:

fabric manufacture
fabric printing
lay planning and computer controlled cutting
automated buttonholing
making and sewing of pockets
seam stitching
pressing
computer controlled decorative processes
laser cutting.

Calculating speeds and times for machining.

Virtual modelling

Content	Potential links to maths and science
Students should be aware of, and be able to describe, how virtual modelling/testing is used in industry prior to product production. Specific processes to include: simulation pattern design systems computer controlled printing to produce sample fabric lengths.

Content

Potential links to maths and science

Students should be aware of, and be able to describe, how virtual modelling/testing is used in industry prior to product production.

Specific processes to include:

simulation
pattern design systems
computer controlled printing to produce sample fabric lengths.

Electronic data interchange

Content	Potential links to maths and science
Students should be aware of, and able to describe, the use of electronic point of sales (EPOS) for marketing purposes and the collection of market research data.

Production, planning and control (PPC) networking

Content	Potential links to maths and science
Students should be aware of, and able to describe, the role of PPC systems in the planning and controlling of all aspects of manufacturing, including: availability of materials scheduling of machines and people coordinating suppliers and customers.

The requirements for textile and fashion design and development

Content	Potential links to maths and science
Product development and improvement. Through the study and critical analysis of existing products students should develop and understanding of the requirements of the following: the design, development and manufacture of fashion clothing and textiles products to meet specification criteria fitness for purpose accuracy of production how the critical assessment of products can lead to the development of new designs. Students should develop the skills to critically assess products and develop new design proposals. Students should develop their ability to work with a variety of materials, including two- and three-dimensional forms, to produce creative and original products which satisfy the demands of the target market, and consider accurate and efficient manufacture. When designing products/prototypes students should consider aesthetics, ergonomics and anthropometrics.
Inclusive design. Students should be aware of, and be able to explain, the development of products that are inclusive in their design so that they can be used by a wide range of users including the disabled, children, the elderly, transgender people and gender non-conformists.

Content

Potential links to maths and science

Product development and improvement.

Through the study and critical analysis of existing products students should develop and understanding of the requirements of the following:

the design, development and manufacture of fashion clothing and textiles products to meet specification criteria
fitness for purpose
accuracy of production
how the critical assessment of products can lead to the development of new designs.

Students should develop the skills to critically assess products and develop new design proposals.

Students should develop their ability to work with a variety of materials, including two- and three-dimensional forms, to produce creative and original products which satisfy the demands of the target market, and consider accurate and efficient manufacture.

When designing products/prototypes students should consider aesthetics, ergonomics and anthropometrics.

Inclusive design.

Students should be aware of, and be able to explain, the development of products that are inclusive in their design so that they can be used by a wide range of users including the disabled, children, the elderly, transgender people and gender non-conformists.

Health and safety

Content	Potential links to maths and science
Safe working practices: knowledge of the Health and Safety at Work Act (1974), and how it influences the safe manufacture of textile products control of Substances Hazardous to Health (COSHH) and safety precautions that should be taken with relevant materials safe working practices and identifying potential hazards for the school or college workshop and industrial contexts safety precautions that should be taken with specific manufacturing processes the concept of risk assessment and its application to given manufacturing processes.	Understand why some materials, adhesives and finishes are hazards.
Safety in products and services to the customer. Students should be aware of, and able to explain, how designers and manufacturers ensure products are safe for consumers to use, including: legislation used to protect consumers and its impact on product design, eg Consumer Rights Act (2015), Sales of Goods Act (1979), specifically including the requirements that relate to children’s clothing the British Standards Institute (BSI), and how specific products might be tested to meet safety standards measures to ensure the safety of toys, eg Lion Mark advice to consumers: manufacturer’s instructions safety warnings aftercare advice including care labelling.

Content

Potential links to maths and science

Safe working practices:

knowledge of the Health and Safety at Work Act (1974), and how it influences the safe manufacture of textile products
control of Substances Hazardous to Health (COSHH) and safety precautions that should be taken with relevant materials
safe working practices and identifying potential hazards for the school or college workshop and industrial contexts
safety precautions that should be taken with specific manufacturing processes
the concept of risk assessment and its application to given manufacturing processes.

Understand why some materials, adhesives and finishes are hazards.

Safety in products and services to the customer.

Students should be aware of, and able to explain, how designers and manufacturers ensure products are safe for consumers to use, including:

legislation used to protect consumers and its impact on product design, eg Consumer Rights Act (2015), Sales of Goods Act (1979), specifically including the requirements that relate to children’s clothing
the British Standards Institute (BSI), and how specific products might be tested to meet safety standards
measures to ensure the safety of toys, eg Lion Mark
advice to consumers:
- manufacturer’s instructions
- safety warnings
- aftercare advice including care labelling.

Protecting designs and intellectual property

Content	Potential links to maths and science
Students should be aware of, and able to explain, the importance of the following to the designer: copyright and design rights patents registered designs trademarks logos.

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Potential links to maths and science

Students should be aware of, and able to explain, the importance of the following to the designer:

copyright and design rights
patents
registered designs
trademarks
logos.

Design for manufacturing, maintenance, repair and disposal

Manufacture, repair, maintenance and disposal

Content	Potential links to maths and science
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 Rs of sustainability: reduce the quantity of materials, of toxic materials, of damaging materials 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 and drying of textile products.

Content

Potential links to maths and science

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 Rs of sustainability: reduce the quantity of materials, of toxic materials, of damaging materials 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 and drying of textile products.

Care and maintenance of products

Content	Potential links to maths and science
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.	Understand the relationship between care recommendations and fibre/fabric 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.

Feasibility studies

Content	Potential links to maths and science
The use of feasibility studies to assess the practicality for production of proposed designs, including the testing of prototypes with potential consumers.	Interpret statistical analyses to determine user needs and preferences. Use data related to human scale and proportion to determine product scale and dimensions.

Content

Potential links to maths and science

The use of feasibility studies to assess the practicality for production of proposed designs, including the testing of prototypes with potential consumers.

Interpret statistical analyses to determine user needs and preferences.

Use data related to human scale and proportion to determine product scale and dimensions.

Enterprise and marketing in the development of products

Enterprise and marketing

Content	Potential links to maths and science
The importance of marketing and brand identity, including: customer identification labelling packaging corporate identification concept of global marketing: the promotion and advertisement of products including the use of new technologies, eg social media, viral marketing product costing and profit awareness of the role of entrepreneurs. The collaborative working of designers in the development of new and innovative fashion, clothing and textile products. Factors affecting product price, including: costs profit margin target market budget.	Interpretation of market research data, calculating costs and profit.

Content

Potential links to maths and science

The importance of marketing and brand identity, including:

customer identification
labelling
packaging
corporate identification
concept of global marketing: the promotion and advertisement of products including the use of new technologies, eg social media, viral marketing
product costing and profit
awareness of the role of entrepreneurs.

The collaborative working of designers in the development of new and innovative fashion, clothing and textile products.

Factors affecting product price, including:

costs
profit margin
target market
budget.

Interpretation of market research data, calculating costs and profit.

Fashion cycles

Content	Potential links to maths and science
The sales and marketing cycles for specific product groups, including: fad classic standard. The impact of fashion on trend and the development of design products, including: retro vintage industrial traditional. Industry development cycles, including: colour trends fibre trends predictions the importance and purpose of trade fairs. The influence of trend and changes in lifestyle on fashion, clothing and textile products.

Content

Potential links to maths and science

The sales and marketing cycles for specific product groups, including:

fad
classic
standard.

The impact of fashion on trend and the development of design products, including:

retro
vintage
industrial
traditional.

Industry development cycles, including:

colour trends
fibre trends
predictions
the importance and purpose of trade fairs.

The influence of trend and changes in lifestyle on fashion, clothing and textile products.

Design communication

Content	Potential links to maths and science
A range of communication and presentation techniques for conveying design proposals to clients, potential users and manufacturers, including: report writing the use of graphs tables and charts 2D/3D sketching the use of mixed media and rendering to enhance drawings dimensioning and details for manufacture.	Scaling drawings. Use of datum points and geometry when setting out design drawings. Representation of data used to inform design decisions and evaluation of outcomes. Presentation of market data, user preferences and outcomes of market research.

Content

Potential links to maths and science

A range of communication and presentation techniques for conveying design proposals to clients, potential users and manufacturers, including:

report writing
the use of graphs
tables and charts
2D/3D sketching
the use of mixed media and rendering to enhance drawings
dimensioning and details for manufacture.

Scaling drawings.

Use of datum points and geometry when setting out design drawings.

Representation of data used to inform design decisions and evaluation of outcomes.

Presentation of market data, user preferences and outcomes of market research.

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3.2 Designing and making principles