Professional Focus Paper
Course: Fashion and Textile Technology
1.
Level: National 5
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards a
Fashion and Textile Technology National 5.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning 3–18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3–15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners consequently more engaged and enthused. To ensure continuity and
progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years which might involve learners bypassing qualifications at a given level, whereas others may enable learners to
work towards qualifications within one year. In both cases, the advice in this paper is relevant to the learning and
teaching approaches that learners will encounter. This paper, then, is intended to stimulate professional reflection
and dialogue about learning. It highlights important features of learning which are enhanced or different from
previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
Fashion and Textile Technology National 5 consists of three Units.
 Fashion and Textile Choices
 Fashion and Textile Item Development
 Textile Technologies
To achieve Fashion and Textile Technology National 5, learners must pass all of the required Units and a course
assessment.
FASHION AND TEXTILE TECHNOLOGY
What are the key aspects of Fashion and Textile Technology National 5?
Integrated approach to skills development
The new Fashion and Textile National 5 course builds on the skills developed within the BGE. Learning
experiences will have an emphasis on skills development, particularly on the application of practical skills and
textile construction techniques to make fashion/textile items. These skills include:
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a range of practical skills and textile construction techniques
planning and making fashion/textile items
knowledge and understanding of textile properties and characteristics
understanding of a range of factors that influence fashion/textile choices
the ability to set up, adjust and use relevant tools and equipment safely
investigation and evaluation skills.
Hierarchy of Units
The hierarchical nature of the Units allows for smooth progression between the levels and allows for flexibility in the
delivery of the learning so, where appropriate, learners can work across the levels. As a result, there are
opportunities to build challenging, coherent and enjoyable journeys for learners through all levels. Programmes of
learning should be planned to encourage learners to aim for the highest level of achievement. Owing to the focus
on skills development, learners may progress at different rates and staff must ensure there are opportunities to
evidence learning frequently throughout the course so learners can achieve the best standard possible, which may
mean moving between levels. Staff will want to provide many and varied opportunities for learners to develop their
practical skills, usually through making practical items and by allowing time for the application of knowledge gained
to demonstrate understanding. Planning the transition to Higher should also be considered.
Unit assessment
The outcomes within the Unit specifications are less prescriptive and there is more of a focus on skills and applying
learning. The available methods of showing progress in learning are now far broader and include, for example, the
use of discussion, observation, photographic evidence, online assessment and pro formas, as appropriate to
context. The use of a range of types of evidence facilitates greater personalisation and choice in learners’
experiences and allows staff to use the method that best suits the needs of the task and the learner. It is possible
to assess the Units individually or by a combined assessment. Staff may find if learners’ skills have developed after
a Unit assessment they may want to alter the next assessment to a combined assessment to allow learners to
reach the appropriate standard.
Course assessment
Care must be taken to ensure that opportunities for personalisation and choice are built into the practical activity.
Learners will need to be given the opportunity to develop the necessary practical skills and knowledge throughout
to enable them to apply their knowledge and skills to the challenge of the course assessment. The practical activity
should be seen as an opportunity for learners to demonstrate their skills, knowledge and abilities, for example,
selecting to plan, make and evaluate an item, which allows them to demonstrate and apply, in a new context, a
wide range of the practical skills and textile construction techniques they have experienced throughout the course.
At this level learners may want to show this through using more complex construction techniques, more component
parts and fabrics which are more difficult to handle.
FASHION AND TEXTILE TECHNOLOGY
What are the key features of learning in Fashion and Textile Technology National 5?
Active learning
The use of active learning approaches will enable learners to become engaged with the learning and challenged in
their thinking. The use of a variety of different methodologies will ensure the course meets the needs of all
learners. Problem-solving activities, for example, to illustrate the importance of fabric properties and their practical
application will encourage not only the testing of ideas and the development of practical skills but also creativity
and evaluation skills. Developing a textile item to meet the needs of a particular consumer with specific constraints,
will develop skills, such as planning, organisation and research, and will also provide opportunities for learners to
reflect on their own learning. Topics, such as environmental sustainability and body image, provide rich contexts in
which to develop higher order skills such as analysing and creating.
How can you introduce a wide variety of learning and teaching approaches which will motivate and challenge
learners?
Learning independently
Learners undertaking Fashion and Textile Technology National 5 will have experienced increased independence in
their learning and will have exercised greater responsibility for their own progress. To further develop these skills
staff will want to reduce the focus on teacher-led activities and place greater emphasis on providing learners with
the opportunity to make decisions about their own learning, for example, selecting a particular factor that influences
fashion/ textile choices to investigate or choosing an era of fashion that interests them when carrying out research.
When developing practical skills, learners will often work independently and will have to make decisions about the
standard of their own work as regards level of skill development and the need to meet appropriate standards of
quality. Through the use of design briefs, learners will plan their time, use a variety of investigative techniques and
develop their own practical skills in a setting that allows for a greater degree of personalisation and choice.
How will you plan for progression in learning and teaching, building on the BGE, to meet the needs of a wide range
of learners?
Responsibility for learning
Learning experiences should help learners to develop an awareness of themselves as learners to enable them to
take more control of their own learning and progress. It might be helpful to ensure learners understand the key
skills and knowledge they should gain through each Unit. They can then monitor their own progress and have
meaningful discussions with staff regarding their progress and next steps to take. Planning learning activities, such
as practical or investigative tasks with the learners, will allow for greater personalisation and choice and help them
to become more involved in learning opportunities that are tailored to suit their own interests. Learners should
monitor their own progress and set targets aiming to make use of effective feedback to improve their skills and
knowledge. This type of reflection should be carried out throughout the task at regular intervals to ensure learners
are progressing well and in the right direction. Evaluation and self-assessment techniques experienced previously
should also be further developed to encourage this type of reflection.
How will you ensure learners are making informed decisions about where they are in their learning and what they
need to do to progress?
FASHION AND TEXTILE TECHNOLOGY
Collaborative learning
Learning and teaching approaches should encourage and develop collaborative working. Problem-solving tasks,
such as developing fashion/textile items for example as part of a range of items, or investigating fashion trends,
offer excellent opportunities for learners to work in partnership and to learn from each other. In order to be
successful, a group of learners would want to demonstrate how each member’s particular area of skill and
expertise could best be utilised to meet the needs of the group and the task. Using real life scenarios, such as
researching, planning and carrying out a fashion show, to present practical work to an audience will enable them to
learn from each other, work to their strengths, and take on individual and group responsibilities. An enterprising
approach including, for example, making items for a charity, will encourage an ethos of respect, promote
partnership working and further develop the four capacities.
How will you ensure learners use their initiative and work together responsibly during group tasks?
How will you ensure that all learners take on roles and responsibilities appropriate to their level of skill and abilities
in group tasks?
Applying learning and skills development
Learning experiences will enable learners to develop and apply the practical and technological skills, knowledge
and understanding necessary for them to make fashion/textile items within a variety of contexts. Learners should
be given the opportunity to develop more complex practical skills and work with more challenging fabrics and be
allowed to apply their knowledge and skills to increasingly complex situations. They will also benefit from regular
opportunities to develop higher-order thinking skills, for example, through the application of knowledge in a
practical context, which allows them to analyse tasks, think critically and develop creativity in the execution of these
more complex activities. Peer learning may allow learners the opportunity to apply their knowledge, and effective
use of technology can help make such programmes stimulating and relevant. Learning experiences will also lead to
the development of other skills such as literacy, for example, when researching topics such as environmental
impact of the textile industry or interpreting paper pattern instructions, or numeracy, for example, when measuring.
This might take place during the making of fashion/textile items or carrying out lay planning and the use of visits to
fashion shows, manufacturing companies and colleges, which will also help learners make the link between their
own learning and the world of work.
How will you use real life contexts regularly?
How will you give the learners the opportunity to integrate their knowledge across the Units?
FASHION AND TEXTILE TECHNOLOGY
3.
Qualification information
The SQA website provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Packages
Full information on arrangements for this qualification is available at the SQA website:
Fashion and Textiles National 5: http://www.sqa.org.uk/sqa/56939.html
4.
What other materials are available on the Education Scotland website which staff
could use?
 http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/healthandwellbeing/princ
iplesandpractice/index.asp
 http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/technologies/principlesa
ndpractice/index.asp
 http://www.educationscotland.gov.uk/video/c/video_tcm4497835.asp?strReferringChannel=educationscotland&
strReferringPageID=tcm:4-615801-64 – links with local business, creative fashion, skill development
 http://www.educationscotland.gov.uk/video/c/creativepartnerships.asp?strReferringChannel=educationscotland
&strReferringPageID=tcm:4-615801-64 – creative partnerships
 http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/expressivearts/index.asp
– design and staging of fashion shows/displays
 http://www.educationscotland.gov.uk/video/index.asp?id=educationaltheme\|presentation subject\|key
themes\|Assessment – NAR and formulating assessment evidence
Support materials have been produced over the last year to support Curriculum for Excellence and further support
materials and events are planned. This downloadable list is updated quarterly with the most up-to-date details
available from the page below.
Published and planned support for Curriculum for Excellence:
http://www.educationscotland.gov.uk/publishedandplannedsupport
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
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