Design Technology

Design and technology project

Textiles- Using computer aided design (CAD) in textiles 

Prior learning

• Experience of stitching, joining and finishing  techniques in textiles.

• Experience of making and using textiles pattern pieces.

• Experience of simple computer-aided design applications.

Designing

• Generate innovative ideas through research including surveys, interviews and questionnaires.

• Develop, model and communicate ideas through talking, drawing, templates, mock-ups and prototypes including using computer-aided design.

• Design purposeful, functional, appealing products for the intended user that are fit for purpose based on a simple design specification.

Making

• Produce detailed lists of equipment and fabrics relevant to their tasks.

• Formulate step-by-step plans and, if appropriate, allocate tasks within a team.

• Select from and use a range of tools and equipment, including CAD, to make products that are accurately assembled and well finished. Work 

within the constraints of time, resources and cost.

Evaluating

• Investigate and analyse textile products linked to their final product.

• Compare the final product to the original design specification.

• Test products with intended user, where safe and practical, and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose.

• Consider the views of others to improve their work.

Technical knowledge and understanding

• A 3-D textile product can be made from a combination of accurately made pattern pieces, fabric shapes and different fabrics.

• Fabrics can be strengthened, stiffened and reinforced where appropriate.

Skills progression

Key Stage 2

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].

When designing and making, pupils should be taught to:

Design

•  use research and develop design criteria to inform the design of innovative, functional, 

• appealing products that are fit for purpose, aimed at particular individuals or groups

•  generate, develop, model and communicate their ideas through discussion, annotated 

• sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and 

• computer-aided design

Make

•  select from and use a wider range of tools and equipment to perform practical tasks 

• [for example, cutting, shaping, joining and finishing], accurately

•  select from and use a wider range of materials and components, including construction 

• materials, textiles and ingredients, according to their functional properties and aesthetic 

• qualities

Evaluate

•  investigate and analyse a range of existing products

•  evaluate their ideas and products against their own design criteria and consider the 

• views of others to improve their work

•  understand how key events and individuals in design and technology have helped 

• shape the world

Technical knowledge

•  apply their understanding of how to strengthen, stiffen and reinforce more complex 

• structures

•  understand and use mechanical systems in their products [for example, gears, pulleys, 

• cams, levers and linkages]

•  understand and use electrical systems in their products [for example, series circuits 

• incorporating switches, bulbs, buzzers and motors]

•  apply their understanding of computing to program, monitor and control their products.

Key vocabulary

computer aided design (CAD), computer aided manufacture (CAM) font, lettering, text, graphics, menu, scale, modify, repeat, copy, flip design brief, design criteria, design decisions, innovative, prototype seam, seam allowance, wadding, reinforce, right side, wrong side, hem, template, pattern pieces names of textiles and fastenings used, pins, needles, thread, pinking shears, fastenings, iron transfer paper