1. Possible teaching/discussion point e.g. checking that colours of the two fabric selected “work” together, same length and no flaws. Teachers notes – Construction of drawstring bag Background – Pupils are given a choice of two main bag styles to develop in their first Textiles unit in Year 7. We have in the past attempted to give them a greater choice of outline shapes but have ended up with various difficulties including the dreaded box of unfinished work. These construction presentation slides have been developed for a number of reasons. They can be run through quickly before the beginning of the “make” sessions, to give pupils an outline of what is entailed in the making of their selected bag.. Presentation slides can be selected and shown at the beginning of a lesson to illustrate a specific process/technique that is to be completed in that session. Or left to “loop”, as semi-self help guides. The available Flash version has engaging animations of the construction process e.g. machine stitching etc

2. Possible teaching/discussion point e.g. the following aspects are demonstrated or discussed - Safety issues of placing pin heads away from the raw edges of the seams and tacking as a means for temporary stitching. Possible teaching/discussion point e.g. concept on right side and wrong sides of fabric are introduced, the need to match fabric at edges accurately. The definition and function of seams is discussed.

3. 1. Possible teaching/discussion point e.g concept of why fabric is neatened and what methods can they use. – a quick look at a garment they are wearing coluld be the clue what stitch is needed. A re-cap on how to set the zigzag stitch might be needed. Neatening of top raw edge. Possible teaching/discussion point e.g. In the department we have varying style of encouraging pupils to attain an even line of straight stitching. One is to line up the edge of the machine foot on the raw edge of the fabric as shown in the presentation slide, or to use the markers on the guide plate. The important goal is to attain a straight line of stitching!

4. Background – The addition of a pocket serves a number of purposes – it allows for differentiation, as it requires, good manipulation and stitching skills. We have also found that the pocket improves the appearance of the bag considerably. Various methods could be used but at the moment we add a mesh pocket held in place by two strips of reinforced tape or ribbon. Possible teaching/discussion point e.g. the pinning of the tape and the mesh is quite fiddly – help may need to be given here. Possible teaching/discussion point e.g. Issues related to safety rules when using an iron. Possible reference to the importance of ironing seams to improve the finished appearance of a product. Buttonholes are usually completed by a member of staff as we have found them a little too demanding at this stage for Year 7 – we are still looking for a reasonably priced eyelet system.

5. Possible teaching/discussion point e.g. The need to stitch in a U shape and turn sharply at 90 degree angles. The re-cap has been inserted to helps reaffirm this concept. Possible teaching/discussion point e.g. tape requires to be tacked – reasonable sized stitches needed.

6. Possible teaching/discussion point e.g. A number of possible aspects to consider, such as the Safety Issue with the pins, the placing of the edge of the machine foot to act as a guide to achieve a straight line. The stitched line should be below the buttonhole/eyelets. Possible teaching/discussion point e.g. Care is needed to assure that the buttonholes are stitched to allow for the drawstring to function. A safety alert is given for the error on the next page in how the pins have been placed in the fabric.

7. Background – Probably like most CAD/CAM embroidery systems there are limitations that need to be considered. These are discussed at the outset with pupils to avoid disappointment later. Possible teaching/discussion point e.g. Aspects discussed such as maximum size, the need for all designs in black, and a reminder of “what the scanner see” is what it embroiders. Others aspects considered is the complexity of the designs and pupils are asked to select which design are/are not suitable for hand scanning. Background – Ensuring pupils print appropriately for CAD/CAM embroidery task. Possible teaching/discussion point e.g. Outlined on this page is some do’s and don’t of printing out the final logos. They are related to logos at the edge of a page as a resulting line is picked up by the scanner and hence embroidered. Pupils are asked to include two duplicate logo designs on a sheet - one slightly smaller, as sometimes the printed design is too big to scan. If this happens, it avoids wasting time to reprint the logo design. The printed logos can be used in their booklet, one in the product specification, and the other in their final design page. A reference is also made on this presentation slide. to a design page that asks them to consider the most effective position of the logo in relation to their final bag.

8. Possible teaching/discussion point e.g. accuracy to match up side seam, direction of pins, and raw edges. Possible teaching/discussion point e.g. This refers back to a previous presentation slide, asking pupils to consider the most effective position of the logo, in relation to their final bag. It can be interesting to compare what they think is effective on paper to what it would look like on the actual product. Pupils can also give consideration to the selecting of appropriate colours of an embroidery thread, for the logo, and how it relates to the overall design. We have found that it is helpful to remind pupils that “colours need links” i.e. a link with some other colour in the bag – net, base, drawstring or tape. Or a bold contrasting colour could be used – checking possibilities by placing threads against the actual bag.

9. 1. Possible teaching/discussion point e.g. Most pupils manage the threading of the drawstring and a quick press if there is time!! 1. Possible teaching/discussion point e.g. Centre seams needs to be in the middle of the bag, the loop is a little fiddly but pupils usually cope. Raw edge needs to be neatened.