Home Economics
Fashion and Textile Technology:
Technology in Home Economics
Teacher/Lecturer Information Booklet
(Intermediate 1)
6828
Spring 2000
HIGHER STILL
Home Economics
Fashion and Textile Technology:
Technology in Home Economics
Teacher/Lecturer
Information Booklet
Intermediate 1
Support Materials
Teacher /Lecturer notes
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
Teacher Information
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Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
Teacher Information
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Technology in Home Economics (Fashion and Textile Technology) at Intermediate 1
Level is a 40 hour unit of work with a credit value of 1. This is one of the optional
units making up the national course in Fashion and Textile Technology (Intermediate
1). This unit can be used as a free standing unit.
This support package has been designed to compliment the National Assessment
Bank pack for Technology in Home Economics (Fashion and Textile Technology) at
Intermediate 1 Level.
The support package consists of four parts:




A teacher/lecturer guide to using the support package
A student information booklet
A student guide to the design activity
A student activity booklet
The chart on the following page shows the Outcomes for Technology in Home
Economics (Fashion and Textile Technology) at Intermediate 1 Level.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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Summary of the Outcomes and Performance Criteria
INSTRUMENT OF
ASSESSMENT
Folio of work.
OUTCOME
PERFORMANCE CRITERIA
MARKING GUIDELINES
1. Give an explanation of recent
technological developments relating
to textiles for clothing and care and
manufacture of clothing and their
impact on lifestyle.
a) An accurate explanation of recent
technological developments is given.
b) The effects the technological
developments have on lifestyle are
explained.
Marking scheme as provided
in the National Assessment
bank pack
Design Activity
2. Create a product to meet the needs
of a given design activity.
a) A specification is proposed in
Observational checklist as
measurable terms
provided in the National
b) A logical sequence of work is proposed Assessment Bank pack.
for manufacturing the product.
c) Manufacturing is carried out using the
resources efficiently
d) The evaluation of the process and the
product is relevant and accurate.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) – Teacher Information
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Using this support package.
There is no lesson plan provided for this unit of work. The manner in which it will be
undertaken by students is dependent on a variety of factors:
 The amount of contact time available with students.
This will determine the types of activities and practical work that can be
undertaken by students.
 The resources/equipment available for use with students
Departments may not have access to equipment/resources required for some of the
activities and technological developments indicated in the unit specification.
 The location of the department
The location of the department will determine the types of activities that can be
undertaken. Some alternative activities are provided.
The intention that students will be involved in a wide range of activities that are
student centred with the emphasis on practical activity. These activities can be
undertaken by students either individually or in pairs or groups. It will be the
teacher/lecturer that will be able to decide which approach best suits the needs of the
students. This will be dependent on the factors identified above.
Further guidance is provided in the pages that follow.
It would be expected that the teacher/lecturer takes the students through the proforma
provided before the students undertake the activities provided in this package. The
proforma provided is very similar to that provided in the National Assessment Bank
pack.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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How do I get started?
1. Familiarise yourself with the materials provided in this package.
2. Decide on the activities that you are able to provide. (See the determining factors
on the previous page)
3. Obtain the resources necessary for each activity.
Where do I start?
Student induction will be required. This will include a summary of the unit of work
and a summary of the assessment provision for this unit.
Introduce the students to the information booklet and the activity booklet. It will be
essential to take the students through each of the proforma sheets that are provided in
this package.
Students should carry out as many of the activities provided in the package.
These activities fall into two distinct categories:
1. Identifying technological developments and the effects that they have on lifestyle.
2. Undertaking a design activity.
Identifying technological developments and the effects that they have on lifestyle.
This falls into two categories:
1. Technological activities that come into the category of developments in textiles
for clothing.
2. Technological activities that come into the category of developments in equipment
for manufacture or care of clothing.
These are detailed below:
Textiles for clothing
Manufacture or care of clothing
Stretch
Fleece
Breathable membrane
Waterproof finishes
Microfibre
sewing/knitting machine
computerised embroidery system
computer aided design system
computer aided manufacture system
overlocker
washing machine
tumble drier
washer drier
iron
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It is expected that students will undertake work on as many of the technological
developments as is possible in the time provided. The suggested minimum tasks
which students would be expected to undertake is linked to:
Three technological developments from the textiles for clothing category.
Four technological developments in the equipment for manufacture or care of
clothing category.
This is merely a suggestion, depending on how the course is best organised in your
centre. The teacher may wish to spend more time on each development therefore
covering fewer. However, two from each area are required for assessment.
For more details please refer to National Assessment Bank for Technology in Home
Economics, Fashion and Textiles Technology.
All the necessary proforma required by students is included within the pack.
Before students undertake any of the activities linked to any of the technological
developments, they should read the Fact File that is provided within this support
package. This provides the student with information about the technological advances
within the category of development they are undertaking.
The following pages detail the resource implication of each of the activity sheets
provided.
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Teacher Information
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STRETCH FABRIC
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Practical activity to discover different amounts of stretch in various fabrics.
Pupils will require several small squares of stretch fabric, containing differing
amounts of elastomeric fibre.
Ruler/tape measure
Activity C
Visit to a retail outlet.
Participation in this activity will be determined by access to suitable retail outlets.
You can also use catalogues for this activity if getting to shops is not easy.
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
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FLEECE FABRIC
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Practical activity to test the insulation ability of different fleece fabrics.
Small squares of fleece fabrics.
Thermometer.
Jug of very hot water.
Elastic bands.
Activity C
Visit to a retail outlet.
Participation in this activity will be determined by access to suitable retail outlets.
You can also use catalogues for this activity if getting to shops is not easy.
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
Teacher Information
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BREATHABLE MEMBRANE
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Garment made from breathable membrane.
Activity C
Visit to a retail outlet.
Participation in this activity will be determined by access to suitable retail outlets.
You can also use catalogues for this activity if getting to shops is not easy
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
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WATERPROOF FINISHES
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Old waterproof jacket
Activity C
Visit to a retail outlet.
Participation in this activity will be determined by access to suitable retail outlets.
You can also use catalogues for this activity if getting to shops is not easy.
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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MICROFIBRE
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Small squares of fabric.(made from microfibre)
Tweezers
Activity C
Visit to a retail outlet.
Participation in this activity will be determined by access to suitable retail outlets.
You can also use catalogues for this activity if getting to shops is not easy.
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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SEWING MACHINE
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
A variety of electrical booklets/magazines/mail order catalogues.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Simple patterns e.g. cushion – with previously cut fabric.
Sewing machine
Activity C
Visit to a retail outlet.
Participation in this activity will be determined by access to suitable retail outlets.
You can also use catalogues for this activity if getting to shops is not easy.
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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KNITTING MACHINE
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Knitting machine, instruction booklets.
Relevant yarns.
Activity C
Visit to a retail outlet.
Participation in this activity will be determined by access to suitable retail outlets.
You can also use catalogues for this activity if getting to shops is not easy.
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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COMPUTERISED EMBROIDERY SYSTEM
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Computerised embroidery system.
Instruction booklet
Fabric ‘backed’ with ‘Vilene’
Suitable threads
Activity C
Visit to a retail outlet.
Participation in this activity will be determined by access to suitable retail outlets.
You can also use catalogues for this activity if getting to shops is not easy.
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
Teacher Information
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COMPUTER-AIDED DESIGN SYSTEM
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
P.C.
Scanner and PC
‘Draw’ (Render) software packages e.g. Corel Draw
Activity C
Visit to a textile manufacturer who uses CAD.
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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COMPUTER-AIDED MANUFACTURE SYSTEM
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Visit to textile manufacturer who uses a CAM system
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
Teacher Information
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OVERLOCKER
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Fabric squares – sampler of various processes available
Overlocker
Instruction booklet
Activity C
Visit to a retail outlet.
Participation in this activity will be determined by access to suitable retail outlets.
You can also use catalogues for this activity if getting to shops is not easy.
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
Teacher Information
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WASHING MACHINE
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Variety of items to be washed – could be done as a temperature experiment on similar
products.
Washing machine
Washing powders/products
Activity C
Visit to a retail outlet.
Participation in this activity will be determined by access to suitable retail outlets.
You can also use catalogues for this activity if getting to shops is not easy.
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
Teacher Information
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TUMBLE DRIER
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Tumble drier
Variety of clothes – could be experiment trying to dry different ‘wetness’
Activity C
Visit to a retail outlet.
Participation in this activity will be determined by access to suitable retail outlets.
You can also use catalogues for this activity if getting to shops is not easy.
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
Teacher Information
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WASHER DRIER
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Washer drier
Instruction booklet
Clothes to run a cycle
Activity C
Visit to a retail outlet.
Participation in this activity will be determined by access to suitable retail outlets.
You can also use catalogues for this activity if getting to shops is not easy.
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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IRON
A minimum of one activity should be completed.
Activity A
Resources should be provided in addition to the fact file provided. This would
enhance the quality and quantity of resources that the students can access for
information.
Access to information via the Internet will be dependent on availability of the
technology required.
Activity B
Iron/s
Clothes to be ironed at a variety of temperatures or dampness
Activity C
Visit to a retail outlet.
Participation in this activity will be determined by access to suitable retail outlets.
You can also use catalogues for this activity if getting to shops is not easy.
Paired or group work would reduce the costs and allow for discussion of points to be
included in the short report required.
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Additional information
Useful reference books are available. The list below may be of use to the
teacher/lecturer.
Sinclair, Rose. 1997. Skills in textile technology. Heinemann Educational
Publishers.
Sinclair, Rose. 1997. Skills in Textiles technology, Teacher’s resource pack.
Heinemann Educational publishers.
IBEC
1997. Resource Two.
For more information about the innovations in fibres and fabrics the Internet provides
a useful source. Many manufacturers have information on websites.
Teacher/lecturer guidance will be required when students are undertaking practical
activities involving equipment. This might take the form of a demonstration of the
piece of equipment to be used by teacher/lecturer.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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Guidance on the design activity
It would be preferable for candidates to be taken through a design activity before
embarking on the assessment design activity. This would allow candidates the
opportunity to use the proforma.
This could be undertaken by students either individually with teacher support or
within groups – again with teacher support.
Suggested activity for training purposes
Old people sit a lot of the time. They spend a lot of their day watching TV etc.
Develop a textile item that they could use to stop them misplacing the remote controls
for the TV/video etc.
A worked out version of this activity is included in this pack. Staff are, of course, at
liberty to develop other similar briefs if they so wish.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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Student activity booklet
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
Student Information
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Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
Student Information
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Throughout this unit you will be taking part in a wide variety of activities.
You should only carry out an activity after you have discussed it with your
teacher/lecturer.
These activities may take many forms. You might be:
 Visiting a shop that sells textile items e.g. clothes shop
 Manufacturing a product
 Carrying out research on the Internet
 Watching a video
 Writing out an equipment list
 Requesting fabric
 Testing fabrics
 Comparing textile products
 Using equipment related to textile manufacture
 Working in groups
 Working alone
Before you carry out any activity you should complete the chart on the next page.
You must complete at least seven activities:
Three activities from the textiles for clothing category
Four activities from the equipment for manufacture or care of clothing category
At the end of each activity complete one of the Technological Development Activity
sheets also shown on the next pages. Your teacher will supply these for you.
At the end of the unit of work you will have to select four pieces of your work for
assessment purposes. Your teacher will provide you with more information on
assessment.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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Complete at least seven of the following technological developments
Three from the textiles for clothing category
Four from the equipment for manufacture or care of clothing category
(Tick the categories that you have selected).
TEXTILES FOR
CLOTHING

EQUIPMENT FOR MANUFACTURE OR
CARE OF CLOTHING
Stretch
Sewing/knitting machine
Fleece
Computerised embroidery system
Breathable membrane
Computer – aided design system
Waterproof finishes
Computer – aided manufacture system
Microfibre
overlocker

Washing machine
Tumble drier
Washer drier
Iron
For each technological development you have selected complete a ‘Technological
Development’ Activity Sheet.
You should complete:
At least three of the sheets headed textiles for clothing and
At least four of the sheets headed manufacture and care of clothing.
When you have completed each of the activity sheets add them to your folder.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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You should complete at least three of the following sheets:
Technological Development Activity Sheet
Textiles for Clothing
Name:
School/college/institute:
Class:
Date:
Step 1
Write the name of the technological development in textiles for clothing that you will
be explaining.
Step 2
Give an explanation of the technological development that you have selected.
Technological development:
Explanation of technological development:
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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You should complete at least four of the following sheets:
Technological Development Activity Sheet
Manufacture or Care of Clothing
Name:
School/college/institute:
Class:
Date:
Step 1
Write the name of the technological development in manufacture or care of clothing
that you will be explaining.
Step 2
Give an explanation of the technological development that you have selected.
Technological development:
Explanation of technological development:
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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After you have completed each Technological Development Activity Sheet you
should complete the table below to show the effect the technological development has
on lifestyle.
Complete the table below to show the effects the technological developments you
have selected have on lifestyle.
You must identify a minimum of four effects for the developments that you have
selected.
Step 1
Write the names of the technological developments that you have selected in the
spaces across the top of the table.
Step 2
Tick ( ) the boxes in the table to show the effects that each technological
development has on lifestyle.
Technological developments
1
2
3
4
Effects on lifestyle
Time and labour saving
Time and energy saving features
Environmentally aware features
Computerised/electronic features
Increased use of leisure type clothing
Comfort in use
Ease of care
Increase in leisure time
Step 3
For each Lifestyle effects that you have ticked:
Explain each of the lifestyle effects in more detail. In other words explain what effect
each technological development has on lifestyle.
Complete this activity on the next page.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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Effects of technological developments on lifestyle.
Technological development 1:
Explanation of the effect on lifestyle:
Technological development 2:
Explanation of the effect on lifestyle:
Technological development 3:
Explanation of the effect on lifestyle:
Technological development 4:
Explanation of the effect on lifestyle:
Your teacher will have more of these sheets should you require them.
Now complete the activities on the following pages for the technological
developments that you have decided to investigate/research.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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TECHNOLOGY IN HOME
ECONOMICS
TEXTILES FOR CLOTHING
Student activity sheet
Stretch fabrics
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into stretch fabric.
You can use any of the books/leaflets available.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
Test for the amount of stretch in fabric. Collect a few squares of different stretch
fabrics.
 Cut a piece of fabric. Measure its length and breadth.
 Stretch it along the length, measure the length.
 Stretch it across the breadth, measure the length.
 Stretch it diagonally, measure the length.
 Write the measurements on a table.
 Compare the different amount that each fabric stretches.
Activity C
Visit a textile retail outlet, any shop that sells a variety of clothes. A sports shop
would be suitable. Looking at the labels, look for items that are made with fabric
containing elastane. Write down what they are and how much elastane they contain.
What sport activities use a lot of elastane in its clothes?
You can also use catalogues for this activity if getting to shops is not easy.
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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TECHNOLOGY IN HOME
ECONOMICS
TEXTILES FOR CLOTHING
Student activity sheet
Fleece
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into fleece fabric.
You can use any of the books/leaflets available.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
Do a simple test to see how well fleece fabrics keep you warm.
You will need several small squares of fleece fabric. You may even want to use a
fabric other than fleece to compare.




Dip a thermometer in very hot water. Check its temperature.
Wrap a square of fabric round the thermometer. Time it for 1 minute.
Check the temperature again. Note the difference.
Record the results. Which fleece is best at keeping in the heat?
Note: wrap each piece of fleece evenly round the base of the thermometer to ensure
that the same amount of each fabric is covering the base each time.
Activity C
Visit a textile retail outlet, any shop that sells a variety of clothes. A fashion shop or a
shop for outdoor pursuits or camping should do. Looking at the labels, look for items
that are made from fleece fabric. Write down what they are.
Try some on of different prices. Can you tell any difference in the quality of fleece?
Note down the differences.
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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TECHNOLOGY IN HOME
ECONOMICS
TEXTILES FOR CLOTHING
Student activity sheet
Breathable membrane
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into breathable membranes.
You can use any of the books/leaflets available.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
 Collect an old garment made from breathable membranes, perhaps a hill walking
jacket.
 Look at how it is made and its fibre content.
 Can you see how the membrane has been put in to the fabric?
 Write notes of all you find out.
Activity C
 Visit a textile retail outlet, any shop that sells a variety of clothes. An outdoor
pursuits, camping or skiing shop would be suitable.
 Looking at the labels, look for items that are made from breathable membranes.
 Write down the companies that use breathable membranes. What are they called?
 What activities rely on clothes made from breathable membrane fabrics?
You can also use catalogues for this activity if getting to shops is not easy.
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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TECHNOLOGY IN HOME
ECONOMICS
TEXTILES FOR CLOTHING
Student activity sheet
Waterproof finish
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into waterproof finish.
You can use any of the books/leaflets available.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
 Collect an old waterproof jacket or coat.
 Have a good look at the fabric.
 How is it made?
 How are the seams made waterproof?
 Write down important notes about what you see.
Activity C
Visit a textile retail outlet, any shop that sells a variety of clothes especially coats or
jackets.
Note whether the items are labelled as ‘showerproof’ or ‘waterproof’.
What is the difference?
Write down how each item is made waterproof. Look at seam finishes or coatings on
the garment.
You can also use catalogues for this activity if getting to shops is not easy.
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
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TECHNOLOGY IN HOME
ECONOMICS
TEXTILES FOR CLOTHING
Student activity sheet
Microfibre
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into microfibres.
You can use any of the books/leaflets available.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
 Cut a piece of microfibre fabric 1cm square.
 Using a pair of tweezers pull the threads apart.
 Count the number of fibres/threads in the 1 cm square. Note these on your
information page.
 Tape the fibres from the square of fabric to your page.
Activity C
Visit a textile retail outlet, any shop that sells a variety of clothes. A shop that sell
outdoor coats and smart blouses e.g. would be suitable. Looking at the labels, look
for items that are made from microfibres. Write down what they are, take note of the
different names given to microfibre fabrics.
Take time to feel the fabric, write down what you notice.
You can also use catalogues for this activity if getting to shops is not easy.
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
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TECHNOLOGY IN HOME
ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Student activity sheet
Sewing machine
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into sewing machines.
You can use any of the books/leaflets available.
Find out when the first one was made and how they have changed since then.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
Sew a simple item using the sewing machine. Your teacher will guide you.
Examples are - Small cushion
Handkerchief holder
Scarf
Activity C
Visit a shop that sells sewing machines.
Find out how many varieties there are and what makes them different.
Once you have done an activity, write a short report on the sewing machine. It might
include comments on any of the following:
 Time and labour saving
 Energy and time saving
 Environmentally aware features
 Computerised electronic features
 Increased use of leisure type clothing
 Comfort in use
 Ease of care
 Increased in leisure time
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
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TECHNOLOGY IN HOME
ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Student activity sheet
Knitting machine
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into knitting machines.
You can use any of the books/leaflets available.
Find out as much information as you can about knitting machines.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
Use a knitting machine. ‘Cast on’ a row of stitches. Knit a square of fabric. You
may want to involve a pattern if you can. If you are quick at this you may want to add
to your square and make a scarf.
Use the instruction booklet to help you.
Activity C
Visit a shop that sells knitting machines. Write down the different ones available and
how they are different.
Once you have done an activity, write a short report on the knitting machine. It might
include comments on any of the following:
 Time and labour saving
 Energy and time saving
 Environmentally aware features
 Computerised electronic features
 Increased use of leisure type clothing
 Comfort in use
 Ease of care
 Increase in leisure time
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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TECHNOLOGY IN HOME
ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Student activity sheet
Computerised embroidery machine
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into computerised embroidery machines.
You can use any of the books/leaflets available.
Find out as much information as you can about computerised embroidery machines.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
Design a simple picture using the computerised embroidery machine. It could be
made up of an embroidered picture from the machine’s own or a memory card and
finished off round the edge with a sewn design.
Activity C
Visit a shop that sells computerised embroidery machines. Find out how many
different ones there are. Write down the results.
Once you have done an activity, write a short report on the computerised embroidery
machine. It might include comments on any of the following:
 Time and labour saving
 Energy and time saving
 Environmentally aware features
 Computerised electronic features
 Increased use of leisure type clothing
 Comfort in use
 Ease of care
 Increase in leisure time
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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TECHNOLOGY IN HOME
ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Student activity sheet
Computer aided design
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into Computer aided design and who uses it. Find out what
differences it makes to the designer.
You can use any of the books/leaflets available.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
You could do a simple computer aided design on your computer in school. Using a
‘draw’ package, design a shape. Work at it by changing the colours/patterns.
You can make this as simple or as complicated as you want. It will depend on your
skills at the computer. Your teacher may even have software packages to assist you.
Activity C
Visit a textile manufacturer that uses computer aided design. Write down questions
you may want to ask before your visit. Write a short report on your visit.
Once you have done an activity, write a short report on computer aided design. It
might include comments on any of the following:
 Time and labour saving
 Energy and time saving
 Environmentally aware features
 Computerised electronic features
 Increased use of leisure type clothing
 Comfort in use
 Ease of care
 Increase in leisure time
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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TECHNOLOGY IN HOME
ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Student activity sheet
Computer aided manufacture
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into Computer aided manufacture.
You can use any of the books/leaflets available.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
Visit a textile manufacturer that uses computer aided manufacture. Write down all the
tasks and activities that the computer works out for the company. Take a note of all
the machines that rely on information from a computer disk.
Once you have done an activity, write a short report on computer aided manufacture.
It might include comments on any of the following:
 Time and labour saving
 Energy and time saving
 Environmentally aware features
 Computerised electronic features
 Increased use of leisure type clothing
 Comfort in use
 Ease of care
 Increase in leisure time
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
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TECHNOLOGY IN HOME
ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Student activity sheet
Overlocker
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into overlockers.
You can use any of the books/leaflets available.
Find out all you can about an overlocker.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
Overlockers are able to do many processes. Make a sampler of the various processes
that the overlocker in your school/college does.
Activity C
Visit a shop that sells overlockers. Take a note of all the different ones and the jobs
they all do.
Once you have done an activity, write a short report on the overlocker. It might
include comments on any of the following:
 Time and labour saving
 Energy and time saving
 Environmentally aware features
 Computerised electronic features
 Increased use of leisure type clothing
 Comfort in use
 Ease of care
 Increase in leisure time
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
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TECHNOLOGY IN HOME
ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Student activity sheet
Washing machine
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into washing machines.
You can use any of the books/leaflets available.
Find out how washing machines have developed since the first electric one was made.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
 Wash a load of clothes.
 Sort a variety of garments according to the care labels. Wash as directed on the
machine
 You may want to see how different wash cycles affect different stains or how the
spin speed affects how long the clothes take to dry.
 Your teacher will suggest an appropriate activity for the machine.
Activity C
Visit an electrical store that sells washing machines. Look at the machines that are
labelled ‘environmentally friendly’. Find out what makes them this. Look at the
variety of machines and note all the various programmes that each of them do.
Once you have done an activity, write a short report on the washing machine. It
might include comments on any of the following:
 Time and labour saving
 Energy and time saving
 Environmentally aware features
 Computerised electronic features
 Increased use of leisure type clothing
 Comfort in use
 Ease of care
 Increase in leisure time
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
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TECHNOLOGY IN HOME
ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Student activity sheet
Tumble drier
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into tumble driers.
You can use any of the books/leaflets available.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
 Tumble dry a variety of clothes. Check the care label first.
 List the garments that are not suitable for tumble drying. What fabric are they
made from?
 You may want to test to see how the ‘wetness’ of fabrics affect the length of time
they take to dry.
Activity C
Visit an electrical shop that sells tumble driers.
Look at the labels. Which ones are ‘environmentally friendly’?
Look at the variety of machines and note all the various programmes that each of
them do.
Once you have done an activity, write a short report on the tumble drier. It might
include comments on any of the following:
 Time and labour saving
 Energy and time saving
 Environmentally aware features
 Computerised electronic features
 Increased use of leisure type clothing
 Comfort in use
 Ease of care
 Increase in leisure time
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
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TECHNOLOGY IN HOME
ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Student activity sheet
Washer drier
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into washer driers.
You can use any of the books/leaflets available.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
 Do a cycle in a washer drier.
 Time how long it takes. Note the time for washing and for drying.
 You could compare this with a separate washing machine and tumble drier,
Activity C
Visit an electrical shop that sells washer driers. Look at all the washer driers available
Look at the variety of machines and note all the various programmes that each of
them do. Can you find out whether there are more of these for sale than ordinary
washing machines?
Once you have done an activity, write a short report on the washer drier. It might
include comments on any of the following:
 Time and labour saving
 Energy and time saving
 Environmentally aware features
 Computerised electronic features
 Increased use of leisure type clothing
 Comfort in use
 Ease of care
 Increase in leisure time
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
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TECHNOLOGY IN HOME
ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Student activity sheet
Iron
Before you start, read the Fact File sheet for this technological development.
After consulting your teacher, select one of the activities below:
Activity A
Carry out research into irons.
You can use any of the books/leaflets available.
Alternatively you might want to carry out research on the Internet. See your teacher
first.
Activity B
 Use an iron. You can use it to iron a variety of clothes.
 You can use it to iron the same fabric with different amounts of wetness. Compare
the differences. Note them down.
Write down the care label symbol for the iron and note what temperature is on a
variety of garments.
Activity C
Visit a shop that sells irons. Write down how many varieties there are. Take a note of
the different things each iron is able to do.
Once you have done an activity, write a short report on the iron. It might include
comments on any of the following:
 Time and labour saving
 Energy and time saving
 Environmentally aware features
 Computerised electronic features
 Increased use of leisure type clothing
 Comfort in use
 Ease of care
 Increase in leisure time
Now complete a Technological Development Activity Sheet, followed by the sheets
where you have to explain the effect that the technological development has on
lifestyle.
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Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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Student guidance on the Design Activity
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Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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Working through a Design Activity
In this unit of work you will have to undertake a design activity. This will involve
you creating a product to meet the needs of a given design activity. You will be given
a choice of activities to work from. This work will involve you planning,
manufacturing and evaluating.
The sheets below will assist you as you work your way through the design activity
you have chosen. They show you how to complete the sheets that you will be using,
as well as giving you some information on each stage of the design process.
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Here is an example of a design activity.
Old people sit a lot of the time. They spend a lot of their day watching TV etc.
Develop a textile item that they could use to stop them misplacing the remote
controls for the TV/video etc.
Create a product that would meet the requirements.
The first thing you have to do is to make a specification for the product. This means
that you have to write down all the important things (requirements) that you have to
think about before deciding what the item should look like.
Your specification should have at least three points.
Your specification must be measurable.
This means that if you e.g. said that the item had to look attractive, then you would
have to try to find out that it really did look attractive. You could do this by asking a
suitable person if it looked attractive. (How to measure)
Here is an example:
Product specification
Specification list:
1. _Must be able to hold at least two remote
controls__________________________________________________
2. _Needs to be able to be attached to an
armchair__________________________________________________
3. _Should be easily
seen_____________________________________________________
4. _Must be made out of
fabric____________________________________________________
Remember:
 produce a specification list which has at least three specification points
 to ask yourself “how can I measure this point?”.
E.g. should have……………………….Measured by - ……………………..
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The next stage is to develop a time plan or plan of manufacture to show how you plan
to prepare and manufacture the item.
The plan might contain dates, times, lessons. Whatever is most helpful to you. You
must however ensure that your plan is workable and will lead to the finishing of the
planned end product.
Look at the example below:
Plan of manufacture
Time or stage of
manufacture
Description of work to be carried out
Notes
Lesson 1
Look for an appropriate pattern
Check for correct
size. May need
to draft my own.
Take measurements. Order requirements.
Lesson 2
Select fabric, lay pattern, cut out fabric
Lesson3 - 4
Follow steps on pattern.
May need to
order fabric.
Overlock fabric, if required.
Decorate front of pockets using computerised
machine.
Lesson 5 - 6
Attach front pockets to back. Cross pin, then
machine.
Add Velcro fastenings.
Lesson 7
Cut off all threads, finish off.
In the section headed ‘time or stages’ you could use actual dates – use whatever is
most helpful to you.
The next stage is to think about all the skills that you need to use to manufacture the
product – in this case a remote control holder.
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You should make a brief list of these skills:
Here is an example:
Skills list:
 I will need to be able to cut fabric using cutting out shears – I have done this
before.
 I will need to be able to measure accurately – I have done this before.
 I will need to use an overlocker – I may need to practice this again.
 I will need to use a sewing machine including a computerised embroidery machine
– I will carry out a practice to make sure the design is on the product accurately.
 I will need to be able to use an iron – I have done this many times before.
Having done this skills list, the next stage is to order the fabric, thread, zips etc and
equipment that you require to manufacture this product – in this case a remote control
holder.
Here is an example of a requisition sheet:
FABRIC REQUIRED
AMOUNT
SPECIAL EQUIPMENT
Heavy cotton – mid yellow
.30metre
Interfacing/Vilene
30cm square
Velcro – for tops of pockets
25cm
Overlocker, sewing machine,
computerised embroidery machine
Thread, including embroidery threads
for machine
Yellow, various
colours for
design
Iron, ironing board
Large scissors, pins, pattern pieces
Memory cards for computerised
machine
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Your teacher will supply you with a school requisition sheet.
Remember to order everything that you will need.
Having ordered all your resources, you will then have to manufacture the product.
When manufacturing a product your teacher will be assessing you.
You will have to make sure that:




Manufacture the product to the instructions – pattern
Manufacture the product using the correct techniques and procedures
Make good use of equipment and skills identified
Work safely at all times
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When you have finished the product, you will have to evaluate it. Your evaluation
will be divided into two parts.
PART A
In this first part, you will have to think about how well you planned the design
activity. This involves you making three brief comments. Look at the following
example page:
Evaluation
Think about the planning of the design activity:
 How well you planned and used your time
 How well you used the skills you have
 How well you chose and used materials and equipment
Make a brief comment about each area.
Time
I used my time well, except for the mistake that I made in attaching one of the
pockets. It had to unpicked which kept me back for half a period.
Skills
I used my skills well. Even the difficult flaps over the pockets I managed OK.
Materials and equipment
The fabric was easy to work with as it was firm and stayed in place when working
with it. I needed lots of concentration on the overlocker in case I cut through the
wrong place.
Your evaluation should be based on how well or otherwise you planned each of the
above areas.
If you worked really well and used your time well, used your skills well and used all
the materials and equipment well you should write this down. If not, you should write
that down.
Remember that an evaluation looks at the things that go well as well as the things
that go badly.
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PART B
The second part of the evaluation is to see how well your finished product meets the
specification you devised.
Here is an example:
Write your specification points
In this section
In this section write down how well the product
you created meets each specification point
SPECIFICATION POINT
HOW THE PRODUCT MEETS THE
SPECIFICATION POINT
Must be able to hold at least two remote
controls.
I made the holder with two pockets, each
big enough to hold the largest control we
have in our house.
Must be within easy reach of the chair
I attached Velcro to the top of the holder
and to the arm of the chair. The holder
should be easily kept firmly in place.
Must be easily seen
I choose yellow fabric that is bright and
can be seen in most light. I decorated it
with a bright cat picture from the memory
card to help it stand out.
It must be made from a textile product
I used heavy cotton. It can be washed if
it gets anything spilled on it or gets dirty.
In this part of the evaluation, you write the specification points in the first column.
In the second column, you should say how you managed to meet the specification
point.
If you did not meet the specification point, say so. It would be an idea to say what
you could do to try to meet the specification point if you were to do this activity
again.
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You are now ready to carry out your own design activity.
Your teacher will give you all the worksheets that you require to use.
As you work your way through your design activity, refer to the information above.
You might find that it helps you work your way through the design process.
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Student Information Booklet
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Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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What is Technology?
There are many different meanings and interpretations of technology. Here is how it
is defined in the Oxford dictionary:
Technology
1. The application of scientific knowledge for practical purposes, especially in
industry.
2. Machinery and equipment developed from such scientific knowledge.
3. The branch of knowledge dealing with engineering or applied sciences.
Technology is a word derived from the 17th century Greek language.
In this unit of work you will be examining technology as defined in definitions 1 and
2 above. That is you will be looking at
1. How technology can be used in industry to provide clothing
2. The types of machinery and equipment that can be used in both industry and the
home to produce, manufacture and care for clothing.
Textile technology is not new. From the very earliest of times, people have clothed
themselves and designed and made tools and equipment used to help them
manufacture the clothes and the means to care for them.
The flow diagram on the next page traces the changes in textile technology over time:
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Flow diagram showing the development of textile technology
Early fabrics were made from animal skins or foliage that was available.
Each family clothed themselves. Basic ‘needles’ were made to attach two
pieces of fabric together.
People learned to spin and then to weave together the ‘yarn’ that they made.
Natural things were used to colour e.g. onion skins.
People worked from their own home, in later years trading their fabric.
In the 19th century the invention of the steam engine and later electricity meant
that many factories were set up to manufacture textiles.
Developments in sewing machines meant that many items could be made in a
relatively short time.
Developments were quickly made in the types of machinery used in the
factories. Different machines have been developed for each task. They have
been developed to work at very fast speeds.
Systems had to be set up to allow for the easy flow of garments in a factory.
Control checks to make sure of little wastage.
Great moves in the science of fabrics, from all natural fabrics to the
development of man made and synthetic. These can now be made to ‘mimic’
the natural fabric and even to be better than natural fabric. All with the help of
science.
Computer technology has led to easier design techniques and for quick
‘realisation’ of design ideas.
In manufacture computers mean minimum wastage of energy and materials.
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In this unit of work you will examine Technology in Home Economics. In particular,
the technology used in
 Textiles for clothing
 The manufacture or care of clothing
 There have been many technological developments in textiles production.
 Clothes shops now stock a wide range of garments made in a huge range of
different fabrics constructed in many different ways and from many different
sources.
 Some fabrics have been around for hundreds of years but because of the way they
can now be constructed they can be given different characteristics and properties.
 Some modern fabrics are made from new sources and can be made to ‘mimic’ the
natural fibres that have been around for a very long time.
In this unit of work, you will be examining the following developments in textile
technology:
1.
2.
3.
4.
5.
Stretch fibres
Fleece
Breathable membranes
Waterproof finishes
Microfibres
There have been many technological developments in the equipment used for
manufacture and care of clothing both in industry and at home. The machinery used in
clothing manufacture has developed greatly from a ‘needle and some thread’ and very
different finishes can be given to fabrics. We can now, at home, get a very
professional finish to garments that we make. The industry is using all the technology
that is available to make garments ‘different’, cheaper, environmentally friendly and
more efficiently. Care of clothing, at home can be done quicker, cheaper and with
less damage to the garment. In this unit of work you will be examining the following
developments in equipment for manufacture and care of clothing:
1. Sewing machine
2. Knitting machine
3. Computerised embroidery machine
4. Computer aided design
5. Computer aided manufacture
6. Overlocker
7. Washing machine
8. Tumble drier
9. Washer drier
10. Iron
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Technology has a great impact on the lifestyles of people. Technological
developments in textiles for clothing and in manufacture and care of clothing can
have considerable effects on the lifestyle of the consumer.
The effects that the technological developments can have on lifestyle are listed below:
1. Time saving
2. Energy saving
3. Labour saving
4. Environmentally – aware features
5. Computer/electronic features
6. Increased use of leisure type clothing
7. Comfort in use
8. Ease of care
9. Increase in leisure time
We shall now take a look at how each of these affect our lifestyle in a little more
detail.
Time and labour saving
New fibres mean that clothes are easier and quicker to care for. They can be made
quick drying and so save time e.g. swimwear. Waterproof finishes to garments means
that stains can be wiped off reducing need for laundering.
New equipment means that hand sewing and knitting is now at a minimum, machines
are made to tackle many jobs. This saves time as the machine does all the work.
Time is saved at the design stage of many items as the computer can ‘print out’ a
‘real’ picture of the garment to be made without it having to be made. Different
images can be made by changing the fabric, texture and colour. A designer can see
what the product will look like without the expense of manufacture.
Time and labour is saved in manufacturing by computer calculations of all the
different activities in the make up process. The computer can calculate so that no
worker is without work at any one time and that the minimum of wastage occurs in
materials.
Care of clothes with recently developed machines can be time saving as they operate
while other tasks can be done, e.g. out at work or during the night. The need to hang
out washing can be reduced, and the time it needs to dry especially when the weather
is uncertain. New irons make the task easier and more effective.
Time and energy saving
Careful planning in the textile industry has meant that time and energy is used without
much wastage. Workers stay in position and the ‘work’ moves about the factory.
Many machines have attachments to do all the tasks required to complete a garment
easily and quickly. Careful training and planning means there is little possibility for
mistakes that waste time and energy.
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The adults in many homes work at least part time, many work full time. These
developments in equipment mean that the household tasks that are required can be
done with a minimum of effort.
Many features/extras are added to equipment for time saving such as half loads on
washing machines. The consumer has greater choice and can match the machine to
their needs at any particular point in time.
Environmentally – aware features
Many consumers are concerned about the environment. The textile industry have in
times past been a real area of concern with regard to pollution and to using up fossil
fuels such as coal, oil and gas and natural resources.
Fabrics can now be manufactured from recycled plastics and from recycling other/ old
fabrics. There has been a reduction in the chemicals used in the manufacture of
textiles particularly in the dyeing process.
Because of CAM there is considerably less wastage of fabric and of materials in the
manufacturing process.
Many machines have special features to reduce the amount of electricity, water and
detergents used in the programmes, such as fuzzy logic and half-loads etc.
Computer/electronic features
This makes the operation of equipment easier by allowing the development of more
complicated/difficult tasks, all carried out by the machine with little input from the
user. The machine can do some of the thinking e.g. it will show on the display of a
sewing machine when the ‘spool’ needs to be filled. Processes can be repeated time
after time making sure that the quality is the same every time.
There is often easy use of ‘help’ text on a screen for the user, instead of having to
look at the manual. Digital displays lead to easy understanding of the task the
machine is about to carry out.
Features added to assist the user e.g. audible/(sound) signals to indicate a process is in
use or completed. Time delays to allow for life style.
Increased use of leisure type clothing
New fabrics have been developed to allow comfort in leisure clothing and many of
these are used for fashion garments.
A greater variety of clothing has been introduced allowing for greater choice.
Many, but not all, are influenced by sportswear. More people require leisure clothing
for activities such as going to the gym. These used to be only worn by people who
took part in sports.
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Comfort in use
New fibres adapt to body shape making the wearer feel more comfortable.
Fabrics can be made to expand for places that can grow easily such as waists,
allowing the wearer greater comfort.
Breathable membranes allow perspiration to escape through the layers allowing the
wearer to be comfortable in most activities. Also allows for windproofing in adverse
weather.
Warmth is provided in fleece fabric without extra weight. People can be protected
from the weather more.
Microfibres give a comfortable feel to fabric.
Ease of care
New fibres go back to their original shape easily and quickly after they have been
worn. They are easy to wash and quick to dry. They are often made easy to iron by
adding a coating or in the way they are manufactured. They are made to look good
and to last for a very long time.
Much outdoor wear requires only a wipe with a damp cloth to keep them clean.
Technology in equipment has meant that many items are easier to keep clean and
looking good. Modern machines help us to look after our textiles with little attention.
Increase of leisure time
It is important that people have time to relax and to take part in leisure activities.
Technological developments mean that they can do that. Look back at the time and
labour saving section.
A lot of people spend their leisure time doing sports activities. Technology has
allowed many sports clothing to be more comfortable for the person by making them
sweat less, keep warmer, get wet less and be warmer for less weight.
Today people work very hard and they therefore take leisure, particularly active past
times as a serious way to relax.
Most new fibre technology has been in the sports wear industry, and it is now being
used in High Street fashion market.
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In this unit you will have to identify and explain the effect that the developments
listed previously will have on lifestyle.
The following set of information sheets detail some of the technological
developments that have taken place. It is important to remember that these
developments are constantly changing and being updated. As you work your way
through this unit of work, you may be able to add to the list of developments that are
provided.
The sheets that follow will be useful to you as you work your way through the
activities provided in the activity booklet. It will certainly be a useful source of
information for you when you start to complete your folio of work that is required for
the assessment of this unit of work.
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TECHNOLOGY IN HOME
ECONOMICS
TEXTILES FOR CLOTHING
Fact file number 1
Stretch fabrics
Stretch fabrics
 A fabric that is designed to stretch and then return to its original shape
 An example of stretch fibre is elastane, this is marketed as Lycra and Spandex
 Elastane is made up of soft, springy segments held together with hard segments
 Elastane is always mixed with other fibres. It helps the fabric’s properties in many
different ways.
 Elastane can be mixed with other fibres such as cotton or wool to provide stretch.
 Elastane can be added into knitted fabrics, narrow fabrics and woven fabrics to
provide stretch.
 The more elastane that is incorporated into a fabric the more stretch it will have. It
will also return to its original shape more easily.
 Figure hugging clothes made particularly for the sports industry have a high
amount of elastane in them to allow for aerodynamics and freedom in activity.
 Many woven fabrics have a small amount of elastane as it helps the garment hang
better, it can feel more comfortable and it helps the garment to last longer.
 Many manufacturers use elastane around waistbands as there can be up to 5cm of
stretch without spoiling the fit of the garment.
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TECHNOLOGY IN HOME
ECONOMICS
TEXTILES FOR CLOTHING
Fact file number 2
Fleece
Fleece fabric
 A fleece fabric is made to have a plain, smooth outer surface and a thicker fleecy
backing yarn
 It is a fabric that is designed to give warmth without weight to items from which it
is made
 Very expensive fleece fabric will be very light but will be able to keep the wearer
very warm
 People who do outdoor pursuits such as hill walking and skiing have a lot of use
for fleece fabrics.
 Nowadays hats, gloves and scarves are made in fleece. These are fashion items
although very useful in winter weather
 It is often used for sweatshirts, tracksuits, leisure wear, dressing gowns, underwear,
and children’s wear
 It can be made in various weights depending on its use
 It is produced on either circular knitting machines or flat bed weaving looms
 Elastomeric fibres(elastane) are often added to provide extra stretch for the fabric
 It keeps the wearer warm because of the raised/brushed pile on the fabric (nap).
This traps in air which then provides an insulation layer for warmth
 ‘Polartec’ is one tradename for fleece fabrics. This is made from recycled plastic
bottles.
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TECHNOLOGY IN HOME
ECONOMICS
TEXTILES FOR CLOTHING
Fact file number 3
Breathable membranes
Breathable membranes
 Breathable fabric is fabric that can be made to be waterproof. The construction of
the fabric allows it to be waterproof.
 As well as being waterproof the fabric is also ‘breathable’ that is the sweat created
by the body can escape through the fabric to the outside of the fabric and evaporate
 A membrane of millions of tiny holes is added to the fabric. These holes are too
small to let rain(water molecules) to enter the fabric, unless of course it is very wet
 The tiny holes are larger than the water vapour coming from the body so
perspiration is able to move through the fabric and escape into the air
 They can be made in three different ways:
i.
ii.
iii.
closely woven, uncoated fabric. This gives a degree of breathability and
waterproofness
coated fabric – the fabric is coated with a tiny membrane either on the top or
bottom of the fabric
laminated fabric – the membrane is place between two layers of fabric. The
layers can be the same fabric but need not be
 Several layers of fabric can be made and they ‘suck’ the perspiration from the body
to the outside layer very quickly
 Tradenames include ‘Goretex’ and ‘Sympatex’
 The fabric is useful for outdoor wear such as jackets
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TECHNOLOGY IN HOME
ECONOMICS
TEXTILES FOR CLOTHING
Fact file number 4
Waterproof finishes
Waterproof finish
 These are fabrics that are made to prevent water penetrating through from the
outside to the body. Many different methods are used to give the fabric this
property
 PTFE (polytetrafluoroethylene)/plastic coating is put on fabrics, especially cotton
fabrics. Water droplets will run off this fabric and not soak through.
 Chemical finishes are used to give rain or shower proofing qualities. Careful
laundering of these fabrics is required to prevent the coating being washed off
 Waxing can also be used on cottons to make it waterproof. This style was very
fashionable during the 1980s. It is still used today, but not for fashion wear. A
modified method is used in fashion clothes.
 Microfibres can be waterproof due to the very close weaving process
 Thermoplastic fabrics, e.g. a ‘cagoul’ will have the seams welded to waterproof
them. The seams of a garment is one place where water will get in easily
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TECHNOLOGY IN HOME
ECONOMICS
TEXTILES FOR CLOTHING
Fact file number 5
Microfibres
Microfibres
 Microfibres are mostly made from nylon or polyester
 They are a very fine line of polymer (which is a string of elements joined together
in a long line). They are very thin, ultra fine fibres.
 Microfibres can be made much finer than silk, which is the finest natural fibre
 They can be made very strong, stronger than silk
 Common names include ‘Tactel’ and ‘Tencel’
 They are often breathable fabric construction, and/or light waterproofing
 They can be treated with many finishes e.g. sanforising (sanding to make very
smooth)
 They are often blended/mixed with other fibres to improve the overall properties of
the fabric
 Some may call the feel of microfibres ‘peach skin’
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 Note for teachers
On each of the following Fact File sheets there is a space left for a
photograph/picture of the appropriate piece of equipment. Pictures can be
found in the usual catalogues/magazines normally held in Home Economics
departments. Alternatively, a student activity could be to find the appropriate
piece of equipment and glue it into the space. (that is, of course if pupils have
their own copy of the fact file)
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TECHNOLOGY IN HOME
ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Fact file number 6
Sewing machine
 A sewing machine is a very useful item
of equipment.
 Many homes will have a basic machine.
 Many people learn to sew quite
complicated textile products on them.
 Many people use their skill on the
sewing machine to work from home,
sewing items for self and for sale.
 Sewing machines vary in how
complicated the tasks they perform.
 Most domestic machines will at least do
straight stitch and zigzag.
Sewing machine
Lightweight
Made from lightweight materials, mainly plastic
Automatic stitches
 preset stitches programmed/built into the machine
 length and width settings of different stitches are set by the machine
Pre set programmes
Programmes for simple embroidery stitches and other techniques are
preset in the machine ready and easy to use
Programmable
Allows for the storage of often used machine techniques/ sequences of
work. Memory a few files in many machines
Freehand embroidery
function
Allows greater freedom when developing embroidery as the fabric has
free movement
Twin needle function
Electronic speed control



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Allow more than one thread type/colour to be used at one time
Functions allowing two threads to be used at one time
Machine needles with two eyes can be used in the machine
Speed is controlled electronically
Foot pedal control is more accurate/sensitive
The machine can regulate the speed of sewing
LCD display
 Control panel displaying the programme/stitches/function selection
 Illuminated control panel displaying sewing information
Cord storage facility
Cord can be pulled into the machine/foot pedal for easy storage
Sensor foot lift
Automatically lifts the presser foot at the end of a seam
Sensor foot pressure
Automatically adjusts to any fabric thickness during sewing
Touch screen
 Set controls/programme the processes by touching a LCD display
 Previews designs before stitching
Sewing advisor
On screen help and advice from the LCD display
Multi lingual
On screen help in a language of your choice
Automatic bobbin pick up
The bobbin thread is automatically picked up
Self lubricating
Machine lubricates itself when needed/as being used
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Fact file number 7
Knitting machine
Knitting machine
 Knitting machines are fairly common. They
are designed for domestic use.
 They give a professional finish to home
made knitted garments.
 They do not need to be electrical, some work
manually.
 A shaft carrying the yarn passes over a range
of needles forming a ‘row’ of knitting.
 Patterns can be incorporated into the
knitting.
 Machines of various complexities are
available.
Automatic stop
Knitting stops to allow addition or deletion of stitches
Automates colour
Different coloured yarns can be automatically used in the machine
Motor drive
The machine carriage can be operated by electricity rather than manually
Cast on/bind off carriage
Allows for automatic casting on and off
Different gauges
To allow for different thickness of yarns
Needle capacity
This allows larger sizes of knitting
Built in pattern
programmes
Various patterns are built into the machine to allow for easy use
Punch cards
Depending on the type of machine, the needles can be changed manually
or some machines come with punch cards that the machine ‘reads’ and
knits the pattern on the card.
Electronic machines
Patterns can be scanned, turned into a programme using the computer
which will then select the correct needles to use and knit the ‘scanned’
design
Automatic sizing
Machine can automatically calculate design sizes
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ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Fact file number 8
Computerised embroidery machine
 Computerised embroidery machines are
becoming popular as people want a more
professional finish to their products.
Computerised embroidery
machine
 Many machines carry designs in their
memory, others have memory cards that
contain designs that can be inserted into the
machine.
 Some machines link to a PC to allow a
computer-drawn design to be embroidered.
Help text
On screen (when applicable) help to getting started
Unlimited design size
Can use various sizes of embroidery hoop
Pre set programmes
Programmes for embroidery stitches and other techniques are pre set in the
machine’s memory
Programmable
Allows for the storage of often used machine techniques, regularly used
techniques or sequences of work to be programmed into the machine
LCD display
Touch screen
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
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
Stitch editor
Thread usage calculator
Control panel displaying the programme/ stitches/ function selected
Illuminated control panel displaying sewing information
Gives help notes when needed
Set controls/ programme the processes by touching a LCD display
Previews designs before stitching
Allows changes made to design to be viewed before sewing
Allows designs to be changed stitch by stitch or complete areas to be
changed
 Calculates the amount of thread required for embroidering
 Alerts the user when thread in spool is running out
Reader/writer
programme
Allows the user to import designs from a PC or Applemac computer
Pattern maker
Changes/adapts any existing pattern of your choice
Photostitch
Scans a photograph and enables it to be embroidered
Multilingual
On screen help in a variety of languages
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Fact file number 9
Computer aided design
Computer aided design
 Computer –aided design can be as simple or
as complicated as required.
 Many careers use computers for design and
fashion design is no different.
 Allows shapes to be altered quickly. Allows
colour and patterns to be altered quickly.
 A designer can view different designs at one
time on screen. These can be printed out for
others to view. They can be printed out to
exactly mimic the real item being designed.
 Technological development involving the use of computers when drawing or
designing anything from a room to a ball gown
 It involves the use of computer software packages when designing products
 Computers are used to design items such as fabric patterns, clothing, soft
furnishings and fabric finishes
 Allows for accurate drawings of designs to be made
 Allows for visualisation of designs – these can be 2D or 3D, they even can be seen
from a variety of angles
 Allows for design testing and adaptations before manufacture
 Can allow for the testing of fabric e.g. strength testing
 Can be used for the design of one - off items or for mass production
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ECONOMICS
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Fact file number 10
Computer aided manufacture
Computer aided manufacture
 Computer aided manufacture can also be as
simple or as complicated as required.
 Companies who make only a few of each
garment can benefit as well as those
companies who are mass producing textile
products.
 The computer can make pattern pieces for a
garment, can make them into the sizes
required, can design the ‘lay’ of the pattern
and can also cut the fabric.
 A computer can also be used to calculate the
stages required in mass producing a garment.
 Computer aided manufacture is the technological development involving the use of
computers when manufacturing
 Computer software packages have been developed to do this work
 The packages can be used in the manufacturing of many goods, not just the textile
industry. In the textile industry they are used in the manufacturing of clothing, soft
furnishing, and fabric finishes.
 Computers are used to test fabrics for particular properties
 Computer programmes ensures that a task is carried out exactly the same way each
time
 Using the computer for planning can mean there is less wastage which is good for
the industry and for the environment
 The packages can be used for one off items or for mass production
 Allows machines used in production to be set/controlled to exact specifications
 Computers can even operate the machinery that make the products
 Computers are used in manufacture to cut the fabric, using sharp vertical knives
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ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Fact file number 11
Overlocker
Overlocker
 Overockers have been used in the textile industry
for many years.
 They give fabrics that ‘fray’ (easily pull apart) a
professional finish as well as preventing any
fraying.
 Domestic consumers have now begun to buy
overlockers as they can now afford to buy them.
 They are a quick and very effective way of finishing
edges of items and again allow the home made
product to look very professional.
 An overlocker is a machine that combines several tasks in one process
 It combines the process of seam matching, neatening and trimming as it cuts the
edge of the fabric as it overlocks
 A machine that is used to edge fabrics to prevent them fraying
Special features might include:
4 thread overlocker
Has two needles which allows a double chain stitch. This means
that a seam can also be sewn as well as edging
Differential feed
Allows for different sizes of seam finishes
Stitch length control
Can change the stitch length for different fabric thicknesses or
processes
Built in carry handle
Allows it to be portable
Lightweight
Allows it to be portable
Variety of hems available
Various processes can be carried, by feeding the fabric through in
different ways
Some machines have attachments for different processes
Edge cutter
Can be in place or not to allow the rough edge to be cut away
Easy threading
New machines can be easier to thread, giving easier access to
difficult to reach points
Variable speed control
To allow control of speed for different processes or techniques
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ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Fact file number 12
Washing machine
Washing machine
 Washing machines have developed over
many years from a ‘washboard’ and brute
strength to the very clever machines that are
able to be purchased today.
 Most homes have an automatic washing
machine to do all the home laundry.
 Many delicate fabrics can be washed in
today’s machines.
Spin speed
Variable spin speed option control. This allows
you to choose the spin speed according to the type
of garment that is being washed.
Programme settings
Most machines have a variety of pre-programmed
settings to allow you to choose a wash that is
suitable for the garments.
Economy wash
This is on many machines and reduces washing
costs by reducing the length or temperature of the
wash.
Half load option
This is useful for small loads. It gives economy
and uses less water and time.
Extra rinse option
This gives complete rinsing of clothing, even after
the fabric conditioner is used.
Drip dry option
The machine will not spin the garments if drip
drying is chosen.
Washing temperature control
Most machines allow the user to chose the
temperature of the wash cycle. Allows for less
energy and more flexibility.
Drum/capacity/size
This lets you buy a machine smaller or larger
depending on your needs.
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Energy efficiency ratings
These are often there to meet EU requirements.
They are for saving energy. They allow the
consumer to see the amount of energy the
machine uses for each cycle.
Low water usage/shower fill
This is good for preserving water especially if
washing small loads.
Fuzzy logic
The machine fills only enough water for the
amount of washing to be done and can also
control the amount of detergent used.
LCD display
Allows easy reading of the controls
Audible signals
A ‘beep’ sounds when the wash cycle is finished.
Detergent recycle system
The machine only uses the amount of detergent
required for the wash and no more.
Rotating detergent drawer
This makes sure that all the detergent has been
used by moving the drawer
Speed wash option
The length of the wash cycle can be reduced if the
wash is not very dirty or if it is a small load.
Child safety features
Special features such as door locks are fitted to
prevent accidents and accidental use.
Gentle care/wool option/delicates option
The machine will do a gentle wash with little
movement to let delicate fabrics be washed
without damaging them. This means that less
‘hand washing’ need be done, saving time.
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ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Fact file number 13
Tumble drier
Tumble drier
 These machines dry spun washing in your
home in a relatively short space in time.
 Many fabrics can be tumble dried, some if
taken out quickly do not need any ironing.
 They are very useful in Scottish weather and
of course for working families.
Intellidry
This switches off the machine when the clothes are dry by
calculating the time and temperature required to dry the
clothes by the amount of the load and the dampness of the
load.
Drum/load size
The machines are made with different sizes of drum to
allow for different uses by different consumers.
Heat settings
This lets the user select the heat setting required for the
particular load that is to be dried.
Cool tumble
At the end of the time selected the temperature cools to
reduce the amount of creasing.
Minute timer
The time can be set for drying. Machine will switch off
after the time runs out.
Automatic safety door
The machine stops turning and the heat switches off if the
door is opened.
Easily accessible filter
The filter is in an easy to get at position for emptying.
These need emptying regularly.
Reverse tumble
The drum rotates one way then changes direction. This
means that the load dries quicker and it reduces the
creasing.
Drying options
This is a slower movement that allows the load to be
‘aired’ rather than dried.
Condensor drying
The drier collects the moisture in a container rather than
allowing it to go into the air, therefore preventing
condensation in the room.
Audio signal
The machine ‘bleeps’ to indicate that the cycle/programme
is completed.
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TECHNOLOGY IN HOME
ECONOMICS
MANUFACTURE OR CARE OF CLOTHING
Fact file number 14
Washer drier
Washer drier
 These are machines that wash and dry clothes.
 They are very useful for when space is limited.
 The machine can be stopped between washing and
drying to allow for items not requiring drying to be
taken out of the machine
 They are more expensive to buy than a wash only
machine.
Wash programmes
Most machines have a variety of programmes to allow for
different fabrics/ needs.
Self condensor
Moisture from the drying programme is collected and not allowed
into the atmosphere.
Ecosense water level control
This is to allow for as little water as necessary to be used. The
machine adjusts the amount of water pumped into it depending on
the size of the load.
Half load button
This adjusts the washer and drier for smaller loads
Anti/crease rinse
This is built in to reduce the amount of creasing. The temperature
of the water used can be reduced.
Audio signal
The machine will ‘beep’ to indicate the end of the programme.
There may be a different signal to indicate the end of the wash
cycle only.
Drum/load size
These vary in different machines to allow for the consumer’s
needs.
Variable thermostat
The user can select a desired temperature for washing or drying
programmes.
Economy wash
This option changes the wash time or temperature to reduce
energy and water use.
LCD display
This gives the user an easy to read display of the programmes.
Space saving
One machine for two jobs
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Fact file number 15
Iron
Iron
 When clothes are washed they mostly need
some kind of ironing to smooth out the
fabric after it has been creased in the
laundering process.
 Many years ago irons were heated in the fire
and were made of the metal iron. Today
they are heated by electricity and have a
silicon base to allow the iron to ‘glide’ over
the fabric easily.
 Modern irons have many features to make
the task easier.
Aluminium sole plate(base of the
iron)
Using the metal aluminium gives an even spread of heat on the
base of the iron.
Non-stick sole plate
This gives a good heat distribution and also prevents fabric
sticking to the sole plate, and gives a smoother finish.
Ultra – glide sole plate
A special coating on some sole plates to enable a very smooth
glide.
Variable steam
The user can select different steam settings dependent on the item
to be ironed.
Steam boost
The iron will shoot out a burst of steam for fabrics that are
difficult to iron.
Vertical steam
The steam will function with the iron in an upright position for
use on tailored garments or curtains etc.
Anti scale
This is in the water store in the iron and prevents the build up of
lime scale.
Button grove
At each side of the iron there are two insets to allow ironing
around buttons.
Spray
The iron will spray a fine mist of water to dampen the fabric when
it is difficult to iron.
Water level indicator
This shows how much water is in the water reservoir.
Removable water tank
The tank can be removed to make filling easy.
Self cleaning valve
The water valve will clean itself while in use.
Home Economics: Fashion and Textile Technology: Technology in Home Economics (Int 1) –
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