new field of textile students may have interest in it.

© The Design and Technology Association

Textiles Technology

GCSE Rescue – workshop

Funded by the All Saints Educational Foundation


Welcome and introduction

1. Ensure that you can hear us

– headphones do help

– Ensure your speakers are not muted

– Use audio wizard (meeting on menu bar)

– Type in the chat box on screen if you are

having trouble hearing

2. If you are still having difficulties call

01789 470007


Introduce yourselves

Please type in the name and town of your

school in the Chat Box



Biography

• Louise T Davies joined the Association as Deputy Chief Executive in 2005

after six years at QCA (Qualifications and Curriculum Authority), advising

DfE on D&T national curriculum and examinations and offering advice

nationally and internationally on curriculum and assessment issues. She

manages all the food and textiles technology national programmes at the

Association. She has published over 40 D&T textbooks and speaks at national

and international conferences and runs numerous courses for teachers.

• Heidi Ambrose Brown works as a Textile consultant within Design and

Technology and her primary aim is to raise the profile of Textiles within

schools. Heidi acts as part of the West Midlands Regional Support Centre for

Digital Design and Technology and has most recently written the D&T

Association’s “Get Organised”, “Engineering Elegance” and two of the “D&T

STEM Careers Resources for Textiles.”


Making GCSE Learning Active and Engaging

This session should give you ideas to develop quick practical

tasks which will help to embed skills and knowledge

required for GCSE.

• Properties of Fibres

• Fabric construction

• 3 dimensional work

• Time for questions

• Evaluation

• Next steps and next events


Linking with previous on line sessions…….

• Improving your class grades in controlled

assessment - Julie Boyd

• Improving your class grades in the final

examination - Julie Boyd

Focus on variety of ways to convey theoretical knowledge and understanding.

Methods of helping students become more independent workers – creating

greater ownership and sense of achievement.

Download these sessions from www.data.org.uk - search GCSE Textile Rescue

http://www.data.org.uk/


How many products do your students

make during their GCSE course?

Excluding controlled assessment.

Type your thoughts in the Chat box and

press return or enter on your computer


“LEARN BY DOING”

Practical ways of re-enforcing theory/techniques:

• Properties of fibres

• Fabric construction

• Shaping products


PROPERTIES OF FIBRES

Using multi fibre strip to demonstrate

differential dye uptake.

Not everything dyes in a bucket of Dylon!

www.sdc.org.uk


Mauve and Aqua samples were

Procion dye.

Sample on right was Navy Dylon

Cold water dye. – Nylon goes

flesh coloured!


WORKING WITH PROCION DYES

1. Cut up samples of different types of fibres

e.g. wool fibre (felting), nylon net, polyester,

cotton calico, silk, cotton muslin…..

2. Place in a microwavable poly bag and add

dye plus chemical water. Squish it around

and put in microwave for 2/3 minutes.

3. Leave it for 24 hours, rinse and admire

different shades.


What do I do with all these bits

of fabric?

Layer them onto a backing fabric

Place some stitch and tear behind

Free machine embroidery over the top

Cut out a rectangle

Iron on lamifix to give a shiny finish

Cut out contrasting lining

Iron on interfacing to stiffen further if

required

Stitch on Velcro fastening

Fold up and zig zag stitch on right sides to

make………………………….


MEDIA CASE!

• PROPERTIES OF FIBRES

• DIFFERENTIAL DYE UPTAKE

• COLOURING FABRICS

• USING INTERFACINGS

• FREE MACHINE

EMBROIDERY

• CHOOSING CLOSURES

• APPLYING AN IRREVERIBLE

FINISH – LAMIFIX

• PURPOSE OF A LINING

• CHOOSING MACHINE

STITCHING ACCORDING TO

PURPOSE

• TESTING COLOURFASTNESS

• ENVIRONMENTAL ISSUES

LINKED TO DYEING


LINK TO THEORY – TESTING FABRICS

www.satra.co.uk

COLOUR TRANSFER

FROM SHOULDER STRAPS

Useful DVDs relevant to adding

colour to fabric and subsequent

testing.

Considers Environmental issues

re water pollution from residual

chemicals in effluent.


How do you deliver properties of fibres

and fabrics?

Is it an area that your students lack real

knowledge of?

Type in your thoughts and ideas?


FABRIC CONSTRUCTION

• Difficult to do in class if using traditional techniques

• Need specialist equipment e.g. knitting machines or

looms

• Time consuming and can be expensive

• Students don’t tend to respond positively.


How well do your students

understand how fabrics are

made?

What are the problems you face

in communicating fabric

construction?

Let us know in the chat box.


FINGER KNITTING

Sari yarn – finger knitted into long strip –

coiled around to make traditional coil pot –

stitch layers together as you coil.

Try making

own yarn from

old T- shirts.


CREATING WOVEN FABRIC

Cut up strips of fabric and

experiment with weaving

together to give different

effects.

Demonstrate warp, weft,

bias.

Students understand plain,

twill and sateen weaves

and why long floats can be

a problem.

They can make up their

own colour and weave

effects.

TIP: lay woven strips on top of iron on interfacing.

Press to keep in place before stitching.


Add stitching over the surface to

unify the pieces.

Cover with PVA glue – mix it with

glitter to make it sparkle.

Another example of an

irreversible chemical finish.

Fabric used to make a focused practical

task e.g. bag to include construction

skills such as: making a basic pattern,

pleats, lining, creating straps.

Majority of product made by reusing

old fabric and old components.


Links to theory

• Issues concerning sustainability and recycling

• Fabric construction in industry

• Methods of fabric construction determine

possible end use


Useful resources from

Practical Action


Generally Textile teachers are

good at recycling projects.

Tell us what works well for your students.


SHAPING TEXTILES TO CREATE

3D PRODUCTS

• Could be garments – we are 3 dimensional!

• Could be much broader to include pots/

containers/boxes or lighting.

3 D work does capture boys imagination.

Using non woven fabrics also blurs the

boundaries – is it paper, textile or plastic.

True reflection of modern products.



Quick Containers

• Working with graph paper, start with a

square and add triangles that will be cut

out.

• Bring the cut edges together and you have

made a dart – tape in place.

• Students quickly model lots of ideas.


QUICK RESULTS!

Paper template transferred

onto pelmet Vilene.

This can be transfer printed

onto using the pens/crayons

or by sublimation printing.

Alternatively just colour with

paint effects!

Darts are joined by stitching

on the outside with zig zag

stitch.

Add further embellishments as

required.


MODELLING IS IMPORTANT

• Challenge the attitude that “the first idea is

the one I will make!”

• Try modelling in PlayDoh for 3D products.


USING NON WOVEN FABRICS

• Easy to work with.

• Alternative to felt – used throughout primary

school.

Gives a direct link to the

extent to which non

wovens are used in a

diverse range of industries

– from automotive to

geotextiles, from medical

to aerospace.


How do students remember

what has been learnt during

these making activities?

• Students photograph key stages and develop them into own power

point or add written notes to them.

• Link the focussed practical task to an exam design question

e.g. create some 3D work then get them to design an artefact for a

souvenir shop.

WHAT DO YOU THINK?


Set a design task where they will need to apply their newly acquired

knowledge to a different problem – this could link into the

basic/intermediate and higher level skills boards.

Skill Basic Intermediate Advanced

SEAMS

Flat/plain Curved French Overlocked Doubled stitched Lap

Overlaid seam Taped seam

Piped

EDGES

Overlocking Faced edge Bound edge

Machine stitched narrow hem

Rolled edge – hand stitched

Cover stitch (overlocker)

Hand stitched hem Piped/corded

FASTENINGS

Velcro Buttons Zips Poppers Drawstring Covered buttons and

Rouleaux loop

Drawstring Eyelets Parachute clip Hook and eye ‘D’ rings

SHAPING

Darts Pleats from a pattern (knife, inverted/box)

Elastic sewn to fabric

Gathers Elastic in casing Pleats – creating own

Tucks

E.G. Design a bag using skills from blue and red column – include

bound edge, pleats, zips…

Make it an design project.


Reviewing your questions

• Have your questions regarding making learning more

active been answered?

• Is there something else we can help you with?


Evaluation

Please record in the chat box

• How useful you have found this session

• The topics that you would still like help

with

• THANK YOU for taking part and to our

speakers


Next events- 2 hour practical

workshops Sat 28th April

10.30-12.30

Husqvarna Studio, Coles Sewing Centre Nottingham

(Julie Boyd) £15 BOOK NOW

April date tbc

4.30-6.30pm London (Julie Messenger) £15

Date coming soon

4.30-6.30pm Gloucester (Julie Messenger) £15

Sat 7th July

University of Keele (Julie Boyd)

£30 for 2 hour workshop 11-1pm ONLY

£150 for whole conference event 9.30-4.30

including keynotes, workshops and lunch

BOOK NOW

BOOK email [email protected]

01789 473917

mailto:[email protected]


On line conferences Tues 1st May

2012

Using new technologies to improve

GCSE grades

Mon 2nd July

2012

Reviewing the best resources to use

in teaching GCSE

Sign up for events www.data.org.uk

Yvonne Davies 01789 473917

[email protected]


mailto:[email protected]


Thank you for joining us

If you have any queries, please do contact

the D&T Association www.data.org.uk

See you at the next GCSE Textiles

Rescue event



With thanks to our funders

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