develop knowledge and skills in media, processes and techniques for textiles or fashion outcomes

Textiles and Fashion (IGCSE Art & Design 0400)

Learning Objective

Develop the knowledge, skills and critical understanding required to plan, produce and evaluate textile or fashion outcomes that meet the Cambridge IGCSE Art & Design assessment criteria (Objectives A‑D).

Syllabus Alignment – Quick Reference

Key Concepts

• Properties of natural, synthetic and blended fibres.
• Selection of media and techniques that suit the intended outcome.
• Formulating a clear design brief and intention.
• Systematic research, visual experimentation and documentation.
• Construction, finishing and embellishment methods.
• Critical evaluation against the IGCSE assessment objectives.
• Health & safety, ethical sourcing and sustainability.

Materials & Media

Glossary of Specialist Terminology

Skill Checklist (Syllabus Mapping)

Emerging Digital Tools (Optional Extension)

• CAD software (CLO 3D, Optitex) – create technical flats, pattern grading and virtual draping.
• Laser cutting & engraving – precise cut‑outs for avant‑garde garments or accessories.
• Digital textile printing – high‑resolution, on‑demand prints directly from a computer file.
• 3‑D scanning & body‑measurement apps – generate custom fit data for bespoke pieces.

Social & Cultural Influences

Understanding the wider context enriches the design brief and informs material choices.

• Traditional textiles – Japanese shibori, West African kente, Indian block prints.
• Contemporary movements – streetwear culture, gender‑fluid fashion, sustainability activism.
• Economic & ethical factors – fair‑trade production, local craft economies, fast‑fashion impact.
• Historical periods – Victorian (corsetry, heavy drapery), 1920s Art Deco (silk, geometric prints), 1960s Mod (synthetic blends, bold colour), 1990s Grunge (up‑cycling, distressed finishes).

Genre & Style Table

Design Development Process

1. Interpret the brief & define intention – write a concise purpose statement (e.g., “Create a versatile, climate‑responsive jacket for 15‑25‑year‑olds that celebrates urban street culture”).
2. Research & Record Observations – complete the Research Template (see below) and attach a sample filled‑in worksheet for reference.
3. Generate ideas – mood boards, colour studies, fabric swatches, and digital sketches.
4. Develop technical drawings – flat (technical) drawings, pattern blocks, grading notes, and optional 3‑D garment simulation.
5. Prototype / Mock‑up – construct a test garment or fabric sample to evaluate construction, fit and finish.
6. Refine & Produce final piece – apply chosen media, embellishments and finishing treatments.
7. Evaluate – compare outcome with intention and the IGCSE criteria (A‑D) using the Evaluation Checklist.

Research Template (Student Worksheet)

Sample Filled‑In Research Worksheet (Illustrative)

Observation Log: “Cotton jersey feels soft, drapes well, but stretches after wash. Wool felt is dense, retains shape, good for structural panels.”
Visual References: “Image 1 – 1960s Mod mini‑dress (V&A, 2023). Image 2 – Contemporary up‑cycled denim tote (Instagram, @eco‑crafts).”
Influences & Context: “Post‑war British youth culture – bright synthetic fabrics, bold geometry; sustainability trend – use of dead‑stock denim.”
Design Brief & Intention: “Design a reversible tote bag that can be worn as a cross‑body, using up‑cycled denim and organic cotton lining.”
Materials & Techniques: “Re‑purposed denim (dead‑stock), organic cotton lining, hand‑stitched flat‑felled seams, screen‑printed logo, leather strap (up‑cycled).”
Evaluation Plan: “Check seam strength (tug test), colourfastness of screen print, comfort of strap after 5 wears.”

3‑D Modelling Activity (Optional)

• Students create a simple digital maquette of their garment silhouette using free software (e.g., SketchUp or CLO 3D).
• Purpose: develop spatial awareness of form, scale and movement – a requirement of the “three‑dimensional design” element of the syllabus.
• Outcome is saved as an image and attached to the research folder for peer review.

Processes & Techniques (Expanded)

1. Fabric Construction
   • Weaving – plain, twill, satin.
   • Knit – jersey, rib, warp & weft.
   • Non‑woven – felt, bonded interfacing, recycled PET non‑wovens.
   • Basic pattern drafting – block creation, grading, technical flats.
2. Surface Treatment
   • Dyeing – fibre, yarn, piece; techniques (immersion, tie‑dye, dip‑dye).
   • Printing – screen, block, digital, batik, resist.
   • Finishing – heat‑setting, waterproofing, anti‑wrinkle, enzyme washes.
3. Construction Techniques
   • Hand‑sewing – plain, French, flat‑felled seams; decorative stitches.
   • Machine‑sewing – straight‑stitch, zig‑zag, overlock, cover‑stitch.
   • Edge finishes – hem, bias binding, serging, rolled‑edge.
   • Basic pattern drafting – creating a sloper, adding seam allowances, grading.
4. Embellishment
   • Embroidery – surface, counted (cross‑stitch), free‑hand.
   • Appliqué – fabric, felt, leather; stitched or glued.
   • Beading, sequins, fabric paint, laser‑etched details.
5. Experimental & Mixed‑Media Techniques
   • Fabric manipulation – pleating, gathering, smocking, fabric‑cutting.
   • Hybrid media – combine textile with paper, metal, or digital prints.
   • Up‑cycling – deconstruct & re‑construct existing garments.

Safety, Ethics & Sustainability

• Personal protective equipment – gloves, aprons, goggles when handling dyes, chemicals or hot equipment.
• Ventilation – ensure adequate airflow during dyeing, printing or laser‑cutting.
• Risk‑assessment worksheet (to be completed before any lab work):
  • Task description
  • Hazards identified
  • Control measures (PPE, ventilation, fire extinguisher location)
  • Sign‑off by teacher.
• Responsible sourcing – organic cotton, recycled polyester, locally produced fibres.
• Design for durability, repairability and end‑of‑life options (reuse, recycling, composting).
• Reflect on social impact – fair‑trade, carbon footprint, cultural appropriation.

Assessment Criteria Overview (IGCSE 0400)

Sample Assessment Rubric (Bands 1‑5)

Suggested Classroom Activities

• Fibre Identification Lab – burn test, feel test, solubility test; record observations in the Observation Log.
• Mini Screen‑Printing Project – design a stencil, print on a 15 × 15 cm cotton swatch, evaluate colour fastness.
• Capsule Collection Challenge – design three garments, each showcasing a different construction technique (woven jacket, knit dress, up‑cycled bag).
• Up‑Cycle Workshop – transform a discarded T‑shirt into a tote bag; document each stage using the Research Template.
• Peer Critique Session – use the checklist aligned with criteria A‑D; provide written feedback and set improvement targets.
• Digital Design Extension – create a repeat pattern in Illustrator, export for digital textile printing, compare with hand‑cut screen print.
• Risk‑Assessment Exercise – complete the risk‑assessment worksheet before any dyeing or laser‑cutting activity; teacher reviews and signs off.
• Citation & Bibliography Workshop – teach students how to reference books, journal articles, museum collections and online sources using Harvard style; attach bibliography to the research folder.
• 3‑D Modelling Session – students build a simple garment maquette in free CAD software; submit a screenshot as part of the development portfolio.

Suggested Diagram