Professional Focus Paper
Course: Fashion and Textile Technology
1.
Level: National 3
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
Fashion and Textile Technology National 3
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 3 consists of three Units.
 Fashion and Textile Choices
 Fashion and Textile Item Development
 Textile Technologies
To achieve Fashion and Textile Technology National 3 learners must pass all of the Units.
FASHION AND TEXTILE TECHNOLOGY
What are the key aspects of Fashion and Textile Technology National 3?
Integrated approach to skills development
The new Fashion and Textile Technology National 3 course builds on the skills developed within the BGE. Learning
experiences will have an emphasis on skills development with a particular emphasis on the application of practical
skills and textile construction techniques to make a basic fashion/textile item. These skills include:
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practical skills and textile construction techniques
preparing to make and making basic fashion/textile items
safe use of tools and equipment
basic knowledge of textile properties and characteristics
basic knowledge of a range of factors that influence fashion/textile choices
decision making and review skills
Hierarchy of Units
Programmes of learning should be planned to encourage learners to aim for the highest level of achievement. 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. Learners should
be given the opportunity to develop their practical skills and textile construction techniques: this will usually be done
through making fashion/textile items. A focus on skills development, means that learners may progress at different
rates and staff must ensure there are opportunities to show evidence of progress in learning frequently throughout
the course so that learners can achieve the highest level possible. This may mean moving between levels, for
example, to National 4.
Wider range of evidence of learning
The outcomes within the Unit specifications are less prescriptive and there is more focus on skills and applying
learning. The available methods of gathering evidence of learning are now far broader, thereby facilitating greater
personalisation and choice in learners’ experiences. For example, portfolios, verbal or written feedback, written
reports, presentations, observational checklists, photographic or video evidence, and manufactured textile items
are all valid ways in which evidence could be generated to meet the necessary outcomes and standards.
How can you develop learners’ manual dexterity and textile construction skills to enable them to produce an item
with an appropriate degree of accuracy?
How can you promote creativity and innovation when tackling the practical activity?
What are the key features of learning in Fashion and Textile Technology National 3?
Active learning
The use of active learning approaches will enable learners to become engaged with the learning and challenged in
their thinking. Practical and experiential learning will form the basis of the course with learners being given the
opportunity to plan their own learning. Through their choice of fashion/textile item they will also be able to
personalise their learning and develop creativity. Reviewing the item after manufacturer allows learners the
opportunity to reflect on and discuss their progress before setting targets for future progression. The use of a
variety of different methodologies will ensure that learning experiences meet the needs of all learners. For
example, a collaborative task could be to identify a fashion/textile trend and use key features from this trend to
FASHION AND TEXTILE TECHNOLOGY
develop a range of fashion/textile items. Working in a group would allow members to utilize the strengths of
individual group members and to learn from each other. Presenting the findings could be done in a way to develop
literacy across the curriculum, for example, a mini fashion show with running commentary, a drama or a verbal
presentation.
How can you introduce a wide variety of learning and teaching approaches which will motivate and challenge
learners?
Learning independently
Throughout the BGE, learners will have experienced increased independence in their learning and will have
exercised greater responsibility for it. To further develop these skills, staff will look to reduce the focus on teacherled activities and place greater emphasis on providing learners with the opportunity to make decisions about their
own learning. This might be done, for example, by supplying more than one brief to choose from, and when
supplying work sequences for items these should offer differing levels of detail so that learners can select one
appropriate to their level of learning. When developing practical skills learners will often work more independently
and the use of samples, to exemplify an appropriate standard of quality, can help learners make their own
decisions on quality.
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
Learners should develop an awareness of themselves as learners to enable them to take more control of their own
learning and progress. The use of learning intentions and success criteria will help learners become aware of their
learning journey and allow them to recognise clearly how they are progressing. 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 making use of effective feedback to improve their skills and knowledge, for
example, when reviewing the standard of their practical work or reflecting on their contribution to group tasks.
Evaluation and self-assessment techniques evident in the BGE should 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?
Collaborative learning
Learning and teaching approaches should encourage and develop collaborative working. Using real life examples
can allow learners to make better and more informed choices. For example, using groups to decide on safety rules
in the textile classroom, where learners would be asked to think about safety issues, discuss the potential dangers
and agree sensible solutions. A group task where the group makes an item/items, possibly for a charity, or charity
event will encourage an ethos of respect, promote partnership working and further develop the four capacities. A
small group, using instruction manuals, can investigate different functions of a sewing machine. They could then
either share that knowledge with other learners, or become class experts in that function and help other members
of the class, as required.
FASHION AND TEXTILE TECHNOLOGY
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 task?
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 basic fashion/textile items within a variety of contexts. Learners
should have regular opportunities to apply their knowledge, for example, when making an item, the selection of the
most appropriate fabric for a particular end use will require application of basic knowledge relating to fabric
properties. Learners will have meaningful and 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. Learning experiences will also lead to the development of a range of other skills.
For example, learners are expected to follow a given work sequence and may make necessary adaptations to the
sequence. Presenting evidence of how they have met assessment standards in relation to the adapted work
sequence will help develop literacy skills. Numeracy skills continue to be developed in the measuring and cutting
out of pattern pieces, for example, cutting two bag sections plus two for the lining, and in the use of different
measuring implements, e.g. ruler, measuring tape, meter stick. Applying learning and skills development will take
place during the making of fashion/textile items but could also involve visits to manufacturers or retailers of
fashion/textile items
How can you incorporate real life contexts into the learning experiences?
How will you give the learners the opportunity to integrate their knowledge across the learning experiences?
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 3: http://www.sqa.org.uk/sqa/56934.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.
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
© Crown copyright, 2012
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