week 10 session 13/4 adapted from Heidi Ambrose Brown PPT - D&TA

2. KS3 D&T
• Importance statement
• Key concepts
• Key processes
• Range and content
• Curriculum opportunities

3. Textiles Technology
GCSE Rescue – workshop
Funded by the All Saints Educational Foundation – Created by Heidi Ambrose
Brown

4. Using New Technologies to Improve GCSE Grades.
This session should give you ideas for using new technologies
within your teaching, which should motivate your students
more and help them achieve their potential exam grades
Research has shown that using ICT in teaching does have a
positive effect on student motivation and achievement.

5. Definition: “New Technologies”
Any means of communication other than paper
and pen. For example….
• Software programmes
• Internet
• Audio
• Visual
• May require digital equipment
• Should promote independent learning

6. Has using any “New Technology” made an impact on the quality of
your students work?
Or
What type of “New Technology” would make a difference to your
students attainment?
Challney High School
for Boys.
Lanterns project.
Ask during your professional practice serial visits

7. New Technologies:
Teaching and Learning
Teaching Learning
• Specification • How do
content Smart Generation Z
• Transferable CAD access
skills phones information?
• Improve • How does this
Creativity help them
• Improve CAM Internet learn and
Quality apply this
information?
E- School
Textiles VLE

8. CAD in TEXTILES
Expected use in KS3 curriculum & essential element at GCSE
 Paint
 Picasa
 Corel Draw
 Photoshop
 Illustrator
 Paintshop Pro
 Grid Magic
 2D Design
 SpeedStep

9. CAD in TEXTILES
WHAT DOES A TEACHER NEED TO SHOW STUDENTS?
• How to select an object or section
• How to copy and paste
• How to group/ungroup
• How to move the selection around the page
• How to resize a selected object
• How to mirror/rotate a selected object
• How to add colour
• How to add text
Might be working from an original drawing done using the software or using an
imported image from internet/previously saved document.

10. BASIC OFFICE SOFTWARE:
CREATING A REPEAT PATTERN
1. PAINT
2. CLIP ART (Word or
Publisher)

11. USING GRID MAGIC – GREAT FOR SEN STUDENTS
Working with photos
For more examples look on www.teachnet-uk.org.uk –
search for PATTERN or GRID MAGIC

12. www.q4technologies.com download free trial version and pdf with prices.
Also available from www.isub-education.co.uk

13. CAD in TEXTILES
Use specialist/commercial software such as Speed Step or Illustrator:
• Technical drawings
• Repeat patterns and colourways
• Presentation sheets Student Version can be
• Logos loaned for NTU
• Draping patterns onto photographs

14. The photograph of the sofa is already in the
Speed Step library. Fabric can be draped
three dimensionally to present the finished
product.

15. For further information on Speed Step go to: www.digitaldandt.org or follow the link from
www.data.org.uk by clicking on Curriculum Projects/Digital D&T.

16. WHAT IS YOUR D&T DEPARTMENT ALREADY USING?
Often used to export work to laser cutter.
Good for producing nets and technical drawing.
Can also design interesting pattern fills very easily
Often not used to its full potential
Could another trainee help
show you?
Look at the tutorials in 2D
Design – easy to follow.

17. CAM IN THE CLASSROOM
What are the options?
• Embroidery
• Printing
• Cutting

18. EMBROIDERY
INDUSTRY CLASSROOM
•Specialist software allows designs •Old method of scanning and
to be created on screen, saved and saving to a card is being
loaded into the embroidery machine superseded by software that
•Single head machines for one-off allows the design on screen to be
custom designs. More often multi sent directly to the embroidery
head machines allow for many machine.
products to be identically •One design at a time can be
embroidered at the same time. stitched.
•Designing embroidered motifs is a •Designs by students tend to stay
complex method of laying down quite basic because it is quite
stitches to the correct challenging to use the whole
density, length and direction – in the range of the software. Good use
right colour order. This will affect can be made of pre-programmed
the final cost of production. designs.

19. EMBROIDERY
Potential drawbacks for CAD/CAM through embroidery.
•Software – check that it is suitable for your
needs. Will it only work on certain models?
•Cost of machines – often will do huge amount of
different stitches/functions e.g. 8 different
buttonholes. DO YOU NEED THEM?
•Time – only one person’s design at a time. A 10
minute design turns into 30 minutes very quickly
when consider setting up and stopping to change
colours.
•Threads – need a wide choice in stock in order
for students to achieve their design. Money tied
up in stock, could be put to better use?
Logo showing variations in stitch
direction and density

20. EMBROIDERY
Be realistic and use your budget wisely
•Avoid paying for expensive
sewing/embroidery machines
when you can get a dedicated Janome 300E
embroidery machine for much Embroidery machine
less - approx. £939
•Be brave and consider a part
exchange on the embroidery
machine that’s hardly ever
used for a couple of simpler
ones.
•Make friends with a local
dealer – after sales MC11000
service/advice is as important 120+ built in designs
300+ stitch options
as price.
Edit & combine facility
£4495.00

21. What software do I use to design original patterns/logos?
Usually a specific software package is linked to the make of the machine but
now it is possible to export the design as a generic file e.g. JPEG so it could be
used on other makes of machine.
Janome’s Digitizer software: £849
Brother PE £949
These are the top of the range options – do you need
them? Get a demo either on line or in a shop to decide
which type of software you will use best.

22. Import image from Brother embroidery software into ProPainter, then
create repeat and export back for digitising then embroidering
Picture: Rose Sinclair

23. DIGITAL PRINTING
What is it? 2 Types
DIRECT METHOD INDIRECT METHOD – KNOWN AS DYE
•Use Reactive Dyes in the printer. SUBLIMATION PRINTING
•Fabric has been pre treated to • Use Disperse Dyes in the printer.
accept the dye. •Can only print onto materials containing a
•Fabric is ironed onto paper polymer e.g. polyester, acrylic. Dye will not
backing to help it pass through the adhere to natural fabrics.
printer. •Print onto dye sublimation paper first.
•A wide variety of fabrics can be Then apply design using a heat press.
printed. •Resulting fabric is fast and needs no
•Printed fabric needs to be fixed further processing.
by steaming. •Can use this method to print onto wide
•Only printing onto fabric – not range of pre made imprintables and other
products. materials e.g. plastic, wood.

24. Direct digital printing onto fabric
Bullet steamer
approx. £1300
Set up costs are a lot more than dye sublimation.
Contact R.A. Smart for up to date details.

25. DYE SUBLIMATION PRINTING
In the classroom, this equates to putting sublimation ink on paper
using a digital printer and applying heat and pressure using a heat
press to sublimate the image to the chosen substrate (end product).
www.isub-education.co.uk is a good starting point for more information and prices.
DO NOT BUY OFF E-BAY AND ALWAYS BUY THE PRINTER AND THE INKS FROM THE SAME
SUPPLIER.
TIP: Look at the starter packs as they offer the best value.
Go for at least A3 printer.
Gel printers are more expensive but much better in schools

26. How does Sublimation printing improve GCSE results?
• Gives students ownership of their work.
• Can design their own fabric and actually use it on their coursework
• Develop problem solving skills when considering type of fabric to use, size of
pattern repeat and size of heat press bed.
• Produce relevant printing tests on different types of fabric, at different
temperatures/timings.
• Easy to modify their ideas and try different ideas.
• The above can all be easily recorded as part of controlled assessment folder.
• Relatively inexpensive process that be used to transform remnant fabrics/up
cycling old ones.
Creating fabric
for a small
embroidered
felt bag.

27. DIGITAL PRINTING ONTO COTTON
CHROMOBLAST
• Same principle as dye sublimation printing onto polymer
based materials: i.e. indirect printing method onto paper
then heat transferred to fabric.
• Separate printer is required as the inks are different – not
disperse dyes. You cannot alternate between the two
systems on one printer!
• Benefits: soft touch to fabric (no hard vinyl feel to print), no
weeding out of fine details (when using fabric vinyls), not
messy, no ink wastage – only use what you need, can use
existing heat press.
• Drawbacks: designed for cotton so limited range of use
(compared to general dye sublimation), need to buy new
printer as the inks are specially designed to form chemical
bond with cotton.

28. PRINTING ONTO COTTON
Chromoblast gives option to have
detail around edges. Fully washable
product. Investment to set up.
DIGICOAT – spray that can
be applied to anything
which will fit under the heat
press.
Adds polymer based film to
surface that enables “usual”
sublimation printing to
work.
Great for T-Shirts and only
£14.95!
See www.isub-education.co.uk

29. CUTTING
KNIFE LASER
Camm 1 Cuts intricate
Vinyl Cutter designs
Cuts vinyl, H&S – check
non wovens fumes!
Both give accuracy to GCSE controlled assessment work.

30. Is a machine like this
somewhere in your
department?
Is it still used – or has the
laser cutter taken over?
Get it in the Textiles room!
Pelmet Vilene can be
cut out and
coloured.
Basic net for a
lantern.

31. Incorporating “New Fabric Technology” in
GCSE work.
How do you actually get to use it in students’
work?
Is it easy to get hold of ?
Do you have to buy it in large quantities?
Is it too expensive?

32. E-Textiles to the rescue!
• Allows students to make interactive textiles products
• Inexpensive – you don’t need large quantities per student
• Makes use of textiles components as switches e.g. metal zips, poppers
• Easily buy conductive thread, fabric and Velcro from educational suppliers.
Mini Mii toys – squeeze the
phone/camera and it will play a
tune and eyes flash.
Lanterns made in a day by teachers

33. New Technologies:
Teaching and Learning
Teaching Learning
• Specification • How do
content Smart Generation Z
• Transferable CAD access
skills phones information?
• Improve • How does this
Creativity help them
• Improve CAM Internet learn and
Quality apply this
information?
E- School
Textiles VLE

34. USING “NEW TECHNOLOGIES” TO MAKE LEARNING MORE
INTERESTING
USE ON
SMART
PHONES
CAN GET
GENERAL NOT
SPECIFIC
TEXTILES ONES
e.g. Fashion APPS FOR GCSE
network, Fashio
n terms. TEXTILES
USE ON I-
PAD

35. USING THE INTERNET
• PODCASTS – little specifically on GCSE Textiles but might find more
regarding general textiles. Learn how to create your own!
• YOU TUBE – great for quick visual information on all sorts from
techniques to yarn production.
• SPECIFIC SEARCHES – give key words to get students started. E.g. E-
textiles and see where it takes them. Make their own presentation on
what they discovered.
• SPECIFIC WEBSITES – e.g. Cute Circuit, Instructables (with key words
also here)
Appeal to Generation Z and how they access information.
Encourage them to get motivated and want to find out more.

36. SCHOOL VLE
Many school websites have been transformed recently to hold information on
different layers: for public, for parents, for pupils/staff.
• Exemplar work
• GCSE specification
• Revision planning
• Exam dates
• Supporting materials for different topics
Think about what format you would use for this:
• Power Point slides
• Photographs as starting points
• Video clip
• Podcast

37. With thanks to our funders