Why the subject of TEXTILES matters in D&T

The importance of this work cannot be overstated. The UK’s fashion and textile industry is a global powerhouse, worth over £60 billion, supporting 1.3 million jobs, and contributing more than £23 billion in tax revenue every year. One in every 25 UK jobs is tied to this sector. When we teach textiles, we are not just giving students creative skills, we are preparing them for real futures in a vital part of our economy and society.

In the classroom, this comes to life in countless ways. Students might unpick a pair of fast-fashion jeans to understand how they were constructed, the materials used, and the sustainability issues behind them. They might create quick mock-ups in paper or calico before developing a refined final design, learning that iteration is part of the creative journey. They might explore biomimicry and biomorphism, discovering how Velcro was inspired by burrs or how sharkskin influenced the design of swimsuits. And they might experiment with upcycling old school uniforms, digital embroidery, sublimation printing, or e-textiles, producing work that feels exciting, relevant, and purposeful.

Through these experiences, students gain resilience when prototypes don’t go to plan, confidence when they master new tools, and creativity when they combine unexpected ideas. More importantly, they develop critical thinking skills, asking not only how to make something, but why, what impact it will have, and what could be better. These are skills for life, valuable not just in fashion or design, but in engineering, sustainability, business, and any career where problem solving matters.

We know the subject has its challenges. There are pressures on schools, on teachers, and on curriculum design. But despite those pressures, textiles within D&T continues to thrive as a unique, dynamic, and valuable area of study. It has a special ability to blend creativity with technical precision, imagination with science, design with responsibility.

And, of course, safety underpins all of this. Whether students are learning to use sewing machines, digital embroidery equipment, heat presses, or even simple cutting tools, safe practice is the foundation of confident and creative work. Embedding good health and safety habits ensures that students feel secure enough to take creative risks, because they know how to work responsibly. That’s where organisations like CLEAPSS are so vital: they give teachers and technicians the guidance and confidence to deliver ambitious projects in a safe, well-managed way. The Textiles Skills Centre plays a similar role, supporting textile teachers across the UK with training, resources, and expertise to help them bring high-quality, engaging textiles lessons to life.

For me, textiles education has always been about more than making. It’s about shaping thoughtful, resourceful, and resilient young people who understand the role design plays in the world. With an industry as vital as ours, we can’t allow textiles to be reduced to ‘just sewing’. Instead, we must celebrate it for what it is: a subject that opens doors, develops essential skills, and inspires the next generation to think differently about the world around them.

So, here’s my call to action: let’s continue to champion textiles in our schools, share best practice, support each other, and inspire our students to see themselves as designers, engineers, makers, and innovators. Together, we can keep textiles thriving at the heart of Design & Technology, and ensure its value is never forgotten.

www.textilesskillscentre.com