Fashion Industry Introduction

Home Economics:
Fashion and Textile
Technology
The Fashion and Clothing
Industry: An Introduction
(Intermediate 1/Access 3)
5923

September 1999
Home Economics:
Fashion and Textile
Technology
The Fashion and Clothing
Industry: An Introduction
Intermediate 1/Access 3
Support Materials
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HIGHER STILL

Home Economics: Fashion and Textile Technology– The Fashion and Clothing Industry: An
Introduction (Int 1/Acc 3) Student Information
1
HOME ECONOMICS
Fashion and Textile Technology
The Fashion and Clothing Industry:
An Introduction
Int 1/Acc 3
Student Information

2

3
OUTCOME 1
A fashion designer is a person who sketches, either free hand or with the use of a
computer to illustrate ideas for a finished product or garment. They usually work for a
company or fashion house and design for one of two types of markets.
1. HAUTE COUTURE
This is exclusive fashion i.e. a person will be measured and a ‘one-off’ item will be made
for them, to fit perfectly.
Haute couture usually aimed at the wealthy, as this is a time consuming and costly
method.
e.g. Vivienne Westwood; Jasper Conran; Gucci.
2. PRET-A-PORTER
This type of fashion is what most of us buy in high street shops. Measurements are taken
from a large sample of the population and clothes are mass-produced to fit the majority.
Many people will find it difficult to find clothes if they do not fit into the standard type.
e.g. Next; River Island; Top Shop.
The stages of garment design
Design The designer sketches ideas, usually to meet a brief. This is a creative
activity, where proposals are made for: shapes; proportions; the types
and colours of fabrics; and trimmings.
Drawings are often produced on computers and the images can be
shown in 3-D. The result of this process will provide the following
information:
• Appearance of a garment when a person is walking
• The effect of a patterned fabric for the garment
• The effect of a range of different fabrics
• A short or long version of the garment
• The effect on individual sizes. For example, a large or small
person.
Pattern
Design
The sketch is transformed into patterns from single size blocks adapted
from the design. Blocks are the basic shapes of various parts of the
garment. For example, collar, sleeve. Nowadays, this is done on a
computer.
Sample The pattern is used to make a sample garment according to the
designer’s specifications. At this point, changes can be made and a
rough costing of the item is carried out.

4
Grading The pattern is graded into different sizes. This means the sleeve the
designer wants to use will be made into different sizes, e.g. 10, 12 or
14.
It is not a case of adding a few centimetres for each. The proportions
will all need to be carefully calculated and the pattern graded up
accordingly; e.g. from wrist to elbow, wrist to shoulder, difference in
cuff and arm diameter.
This process can be carried out on a computer.
Lay
planning
Once the pattern has been graded for each size, the most economical
way of positioning the pattern pieces onto the fabric must be found.
This process can be done manually or by computer.
The fabric measurements can be typed into a computer and the pattern
pieces scanned or drawn onto the screen. The computer then suggests a
few possible ways of positioning the pattern to avoid as little waste as
possible.
Fabric
spreading
The fabric is spread out as either a single or multiple layers depending
on the number of garments required.
E.g. Time could be saved by laying the minimum required fabric for
100 shirts, layer upon layer thus reducing the need to cut each pattern
piece more than once.
Fabric
cutting
At this stage, shears may be used for cutting a single layer.
If multiple layers of fabric are being used, they are layered and can be
put on a machine, which forms a vacuum. This is when it takes away
the air trapped in between the layers of fabric. As a result, large piles
of fabric can be reduced to a fraction of their size, which will enable
ease of cutting.
Cutting can be achieved by using a powered knife, band knife, a laser
or hydrojet (high pressure water).
Cutting may be computer operated. Interfacing must be fused at this
stage.
Sorting Cut parts are put into bundles according to sizes, fabric and
components.e.g. all size 14 cuffs are piled together.

5
Garment
assembly,
sewing and
finishing
Production systems may ‘sectionalise’ so that each machinist performs
only one or two tasks; e.g. they may sew the collar pieces together and
the cuff pieces together.
Alternatively they ‘make through’ which means that one operator
makes a complete garment e.g. a whole shirt from beginning to end.
This will include pressing, inspection and finishing.
Very little manual sewing is involved. Automated machines are used;
e.g. to attach buttons and to make buttonholes.
Packing Generally automatic machines pack garments in polythene. This
ensures that each garment looks the same and is protected.
How the garment is presented to the customer is an important aspect of
marketing.
Dispatch Once inspected, the garments are dispatched to the relevant
shops/companies, usually by a specialist clothes courier.
Retail
outlet
Shop window display, interior display
Many clothes manufacturers offer promotional materials to ensure that
their merchandise is presented neatly and is eye-catching to the
customer.
Quality
Control
Each stage of the garment design through manufacture to retail must go
through rigorous quality control checks. This is to ensure that the
garments are all the same and that they reach the customer in the same
excellent condition.
Mistakes can be avoided or rectified early on if checks are made
throughout the manufacturing process. As a result, loss of time and
wastage of costly materials can be avoided.

6
OUTCOME 2
MANUFACTURING PROCESS
Design Ideas for a textile item to be produced are
put forward. The designer may also be
involved in suggesting adaptations to the
design if necessary.
Manufacturing team The range of ideas put forward must be
considered by the manufacturing team to
work out whether or not they will be
viable. Eventually the ideas must be
narrowed down to one.
Issues to be considered:
• Cost of final item
• Availability of materials and
equipment
• Time available for production
• Expertise in using equipment
• Number of members of production
team
Manufacturing Plan A detailed plan of the stages required
during manufacturing must be drawn up.
Who is doing what job and at which stage
is required to be noted.
Testing A prototype should be made using
cheaper material e.g. Calico, to allow
each member of the team to practise their
jobs and to highlight any problems.
These can then be amended before the
final item is made.

7
MANUFACTURING TEAM - JOB DESCRIPTIONS
TITLE CRITERIA
Production Team Members • Work as a member of a team
• Communicate with team embers
• Determine product/manufacturing
stages
Designer • Must draw ideas i.e. possible solutions
of item chosen to manufacture
• Select and present a range of possible
materials to be used
• Select and present a range of
trimmings which could be used
• Transfer design onto paper to make a
pattern to follow
Garment assembly, sewing and
finishing
• Be competent in using machinery
• Sew sample items
• Sew final item
• Finish neatly
Fabric cutter • Prepare fabric ready for cutting
• Plan layout of pattern pieces onto
fabric with as little waste as possible
• Accurately position and cut out all
necessary fabric pieces
Sorter • Check all necessary pieces have been
cut out
• Gather relevant pieces together
• Distribute to machinists
Packer • Gathers finished item and packs neatly
into appropriate presentation material
Quality controller • Must ensure that all processes are
carried out correctly and neatly
• Check that all the pieces/sewing is the
same throughout
Some jobs may be combined or responsibility for a job may be given to more than one
student. For example, a student may be an assembler and a packer s the packer’s job is at
the end of production. This will avoid boredom and ensure active participation for the
student.

8
GLOSSARY OF TERMS
Adaptations Altering or changing.
Design Brief A short statement of intent
Prototype A practice model or first version.
Sectionalise Divide into sections.
Specification Detailed description of something to be made.
Viable Whether something is able to be put into practice.

Introduction (Int 1/Acc 3) Teacher Advice
1
HOME ECONOMICS
An Introduction
Int 1/Acc 3
Teacher Advice

2

3
TEACHER ADVICE
General
This unit is for students with an interest in the fashion and clothing industry. The unit will
enable students to understand the influence of consumer demand on clothing
manufacture. They will also gain knowledge about the stages in garment production from
design to retail. The student will contribute as part of a production team in the
manufacture of a textile product. It will be most successful when attempted by group/s of
students as it employs discussion skills, group visits, guest speakers and working as part
of a production team.
Unit summary
The Clothing Industry : An Introduction Access 3 is one of four mandatory units in the
Fashion and Textile context. It can be taken as part of the Acces 3 course or as a freestanding
unit with a credit value of 0.5.
The normal time allocation is 20 hours.
The Clothing Industry : An Introduction Intermediate 1 is one of three mandatory units
in the Fashion and Textile context. It can be taken as part of the Intermediate 1 course or as a
freestanding unit with a credit value of 0.5.
The normal time allocation is 20 hours.
Unit Summary
The unit will enable students to understand the influence of consumer demand on clothing
manufacture. They will also gain knowledge about the stages in garment production from
design to retail. The student will also contribute as part of a production team in the
manufacture of a textile product.
The unit has two outcomes:
Access 3
1 Identify some of the stages in the process of garment production, from design to retail.
2 Participate in the manufacture of a simple garment as part of a production team.
Entry is at the discretion of the centre.
Intermediate 1
1 Identify the stages in the process of garment production, from design to retail.
2 Participate in the manufacture of a simple textile product as part of a production team.
Entry is at the discretion of the centre, although students would normally be expected to
have attained:
• Standard Grade Home Economics at Foundation Level
• Access 3 units in Home Economics
• Access 3 units or Standard Grade at Foundation in relevant subjects.
The unit is also suitable for ‘new starts’ and adult returners with appropriate prior
experience.
This unit achieves the core-skill of Working with Others if successfully completed.

4
Course Planning
Whilst this support package has been designed for the purpose of unit delivery, it is
recommended that it is integrated with other units available for the level for this context.
Delivery of this unit could be successfully integrated with:-
Access 3
Organisation of practical Skills (Acc3)
Developing Craft Skills in Textiles (Acc 3)
Design and Make (Acc 3)
Intermediate 1
Organisation of Practical Skills (Int1)
Developing Craft Skills in Textiles (Int1)
or with optional units
Practical Fabric Skills (Int1)
Design and Make (Int1)
The planning grid; checklists for performance criteria; student checklists of learning and
progress and teacher checklists are offered as suggestions. They can be developed or
adapted to suit individual school, student needs and circumstances.
Guidance on learning and teaching approaches for this unit
The learning and teaching approaches should allow outcomes to be achieved in a student
centred, participative and practical manner.
The Student Pack (with suggested activities) and Information Pack have been devised
for use with both Access 3 and Intermediate 1. The differentiation will be in the depth of
pupil response.
Refer to Student Pack:
Outcome 1
Activity 1 – The brainstorming session could be completed as a group or class activity,
before or after the teacher (lecturer) introduction. Students would then each complete
individual spider graphs.
The student with teacher (lecturer) guidance could then complete simple market research
using surveys; questionnaires; suitable research; interviews and drawing conclusions on
their findings. This session could be completed as a group exercise.
Explanations of a design brief and specification would be useful at this stage.
Activity 2 – Should be completed by each student individually using the student
information pack as required.
Activity 3 – This activity would ideally be introduced by a factory visit; design video or
an outside speaker (designer), followed by class/group discussion.

5
The students would then move on individually to attempt a simple outfit design. This
could be as suggested in the student pack or with teacher (lecturer) guidance. One of the
designs could be used by the groups as the article to be produced in Activity 7.
The students would then work in their groups on the process flow chart. The student
information pack would be useful for reference.
A class/group discussion could follow.
Outcome 2
This is very much a practical outcome. Students with teacher (lecturer) assistance will
identify their group members and work through Activities 5/6/7 to identify jobs for which
they have recognised skills. Some students may require to be taught simple garment
making techniques working on samples which can be added to their folios. Each person
within the group can have more than one job but one student requires to assume
responsibility for each identified stage of production.That student could monitor quality
control of that stage.
Use of a commercial pattern may be required as it would be very difficult for students
studying at this level to understand and carry out techniques used in pattern drafting.
Note – a very simple garment is all that is required here. Manufacture and teamwork
are the key issues.
Activity 8 – Students may already be familiar with evaluation techniques from earlier
course work. However some teacher (lecturer)/student discussion may be required.
Headings are provided in the student booklet to give guidance. This would be an
individual student activity.
Any work completed by students should be neatly mounted and used in the student’s
folio. Photographs would also provide evidence of pupil attainment.
Recommendations to support learning and teaching:
• Use of a range of books to support this unit.
• Use of videos to illustrate industrial production methods.
• Visiting speakers e.g. Retail fashion buyers, designers.
• Use of trade and fashion magazines.
• Visits to fashion shops, museums, relevant exhibitions, fashion shows and clothing
manufacturers, where possible.
• Learning activities
– Investigation
– practical activities.
Practical activities are to be encouraged.
For example (Acc 3/Int 1):
Outcome 1 Practical activity related to garment production processes. e.g. a mini
production line could be set up to demonstrate sequence of activities.
Outcome 2 Practical activity to illustrate stages in a production team
manufacturing a textile item.

6
Examples of practical activities are provided in the student’s work. They are intended as
vehicles for the students to develop their roles and responsibilities as part of a production
team.
This support package should be used in conjunction with National Assessment Bank
materials developed for the assessment for this unit. The core-skill of Working with
Others is embedded in this unit.
Content
The content offered is for use by teachers and, with discretion, by students.
Teachers may wish to select the most appropriate materials for particular groups.

7
THE FASHION AND CLOTHING INDUSTRY: AN INTRODUCTION (Int1)
Course Plan
OUTCOME CONTENT STUDENT ACTIVITY
1 Introduction to fashion and clothing industry
Discussion - teacher led
Processing and production of clothes
Visits to local clothing manufacturers and
fashion outlets
Interdependence of sectors
Brainstorming
Complete matching worksheet
Identify sectors and explain briefly
Report - brief reports on visits
ASSESSMENT OF OUTCOME 1
2 Textile manufacture – Introduction
requirements/format
Manufacture chosen item
Textile manufacture – teamwork /
class folio
Explain role in team and
responsibilities
Participate in manufacturing
process

8
THE FASHION AND CLOTHING INDUSTRY: AN INTRODUCTION (INT 1)
Checklist of Performance Criteria
OUTCOME PERFORMANCE
CRITERIA
TYPE OF ASSESSMENT SATISFACTORY
PERFORMANCE
1 a. The role of the fashion
designer is accurately
explained.
b. The stages of garment
design, through
manufacture to retail,
are identified
accurately.
Short restricted response
questions
Met on one occasion
2 a. The student correctly
describes his/her role in
the manufacturing team
b. The role in the team is
carried out
appropriately.
c. The student gives a
valid evaluation of
his/her performance in
the team and the quality
of the final product.
Practical Exercise
(attainment recorded on
observational checklist)
Description of role in team
and evaluation of
performance and product
recorded in student log
book.
Each met on one
occasion

9
THE FASHION AND CLOTHING INDUSTRY: AN INTRODUCTION (ACC 3)
Course Plan
OUTCOME CONTENT STUDENT ACTIVITY
1 Introduction to fashion and clothing industry
Discussion - teacher led
Processing and production of clothes
Visits to local clothing manufacturers and
fashion outlets
Interdependence of sectors
Brainstorming
Complete matching worksheet
Identify sectors and explain briefly
Report - brief reports on visits
2 Textile manufacture – Introduction
requirements/format
Manufacture chosen item
Textile manufacture – working in
a team
Class folio
Explain role in team and
responsibilities
Participate in manufacturing
process

10
THE FASHION AND CLOTHING INDUSTRY: AN INTRODUCTION (ACC 3)
Checklist of Performance Criteria
OUTCOME PERFORMANCE
CRITERIA
TYPE OF ASSESSMENT SATISFACTORY
PERFORMANCE
1 a. The role of the fashion
designer is explained
briefly.
b. Some of the stages of
garment design, through
manufacture to retail are
identified accurately.
Short restricted response
questions
Met on one occasion
2 a. The role he/she is
playing as part of the
production team is
understood.
b. The role he/she is
playing as part of the
production team is
carried out.
c. The success of his/her
role and the final
product is evaluated.
Practical Exercise
(attainment recorded on
observational checklist)
Description of role in team
and evaluation of
performance and product
recorded in student log
book.
Each met on one
occasion

11
Bibliography
Technology of Textile Properties Taylor Forbes
ISBN 0-901762 82 2
Skills in Home Economics – Textiles Ridgwell Heinemann
ISBN 0-435 42001 1 Davies
Home Economics in Action - Textiles Christian-Carter Oxford
ISBN 0-19 832735 8 Crabtree
Fabrics and Sewing Processes Maguire Blackie
ISBN 0-216 90352 1
Textiles for People Wilkinson Longman
ISBN 0-582 22476 4
Textiles, Fabric and Design Vulker Heinemann
ISBN 0-435 42899 3 Cooper
Textiles for You Pomeroy Hutchison
ISBN 0-09 172471
All about Fabrics Holland Oxford
ISBN 0-19 832755 2
The Vogue Sewing Book Blandford
ISBN 0-7137 1257
Design and Technology
– Textiles Technology Bartle/O’Connor Causeway Press
ISBN 1-873929-65-X
Video
IBEC Resources Part 2 – includes a useful video

Home Economics: Fashion and Textile Technology– The Fashion and Clothing Industry: An Introduction (Int 1/Acc 3) Teacher Advice 12
THE FASHION AND CLOTHING INDUSTRY : AN INTRODUCTION (Int 1)
Progress chart for learning
Name
Student checklist
Learning Outcomes Performance Criteria Tutor’s Signature
and Date
1. Identify the stages in the process of
garment production from design to retail.
a) The role of the fashion designer is accurately explained.
b) The stages of garment design, through manufacture to retail,
are identified accurately.
2. Participate in the manufacture of a simple
textile product as part of a production team.
a) The student correctly describes his/her role in the
manufacturing team.
b) The role in the team is carried out appropriately.
c) The student gives a valid evaluation of his/her performance
in the team and the quality of the final product.

THE FASHION AND CLOTHING INDUSTRY: AN INTRODUCTION (Int 1)
Teacher checklist
Name L.O.1 P.C. A L.O.1 P.C. B L.O.2 P.C. A L.O.2 P.C. B L.O.2 P.C. C All achieved
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

THE FASHION AND CLOTHING INDUSTRY: AN INTRODUCTION (ACC3)
Progress chart for learning Student checklist
Name
Learning Outcomes Performance Criteria Tutor’s Signature
and Date
1. Identify some of the stages in the process of
garment production, from design to retail.
a) The role of the fashion designer is explained briefly.
b) Some of the stages of garment design, through manufacture
to retail are identified accurately.
2. Participate in the manufacture of a simple
garment as part of a production team.
a) The role he/she is playing as part of the production team is
understood.
b) The role he/she is playing as part of the production team is
carried out.
c) The success of his/her role and the final product is evaluated.

THE FASHION AND CLOTHING INDUSTRY: AN INTRODUCTION (ACC3)
Teacher checklist for record of learning
Name L.O.1 P.C. A L.O.1 P.C. B L.O.2 P.C. A L.O.2 P.C. B L.O.2 P.C. C All achieved
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Introduction (Int 1/Acc 3) Student Pack
16

1
HOME ECONOMICS
An Introduction
Int 1/Acc 3
Student Pack

2

3
OUTCOME 1
Introduction
Everything we see, buy or use has been designed to suit a need.
This is also the case with the clothes we all wear.
Activity 1
Why do we wear clothes?
As a group/class brainstorm your ideas about why we wear clothes.
Complete the spider graph below.
Why do we
wear
clothes?
Before clothes can be designed market research must be carried out. This helps the
designer understand exactly what the customer wants and expects from the designed
product.
Market research is carried out in many ways:
• Surveys and questionnaires
• Research on similar items
• Interviewing experts
• Investigating materials to be used.
• Conclusions will be drawn from these investigations. A design brief will be drawn up
for the design team. They will work to a specification.

4
Included in the specification will be:
• Type of material to be used
• Function of garment
• Approximate sizings
• Cost.
Activity 2
Fashion Designers
There are two different types of fashion designers:-
1. Those who design for a very small part of the market. These designs are fairly
exclusive, expensive and usually of a high quality.
Could you name a designer you like who designs for this market?
This is known as Haute Couture.
2. Those who design for the mass market and have a wide retail base. These designs are
sold in large quantities, in many sizes and are much more affordable.
Could you name a designer / shop you like who designs for this market?
This is known as Pret-a-Porter (or ready to wear).
Find pictures from magazines to illustrate both types of design and add to your folio.
List three main differences between these two fashion markets.
1.
2.
3.

5
Activity 3
How does a designer begin?
Usually a designer will start with rough sketches of the garment or collection.
These will help to:
• generate ideas
• improve designs
• convey ideas to others
• decide suitability of the design.
The next step is to develop sketches with more design detail. Samples of suitable fabrics and
colours will also be collected.
A designer will often develop sketches but may also use computers to aid the design process.
For you to do
Design a simple outfit (dress or shirt/top and trousers) that would be suitable to wear to a
disco. Collect sample(s) of suitable materials and select colours.
Present this neatly in your folio.
Once the garment has been designed a complex process begins to develop the design and
produce an outfit.
In your group carry out research to enable you to identify each stage of this process.
Produce a flow chart to show the processes involved in making a simple garment from
initial idea to the sale of the final product.
Design --------Pattern Design--------
Discuss, with the others in your group, and your teacher your findings.

6
Activity 4
Identify each process in the table provided and give a simple explanation of each process.
(Refer to information sheet no.1,2,3).
Process Explanation
1
2
3
4
5
6
7
8

7
Process Explanation
9
10
11
12
13
14
15

8
Outcome 2
Names of people in my group: 1.
2.
3.
4.
5.
6.
7.
Activity 5
Manufacture
Within your group brainstorm points to be considered before manufacture.
Manufacturing
team
must
consider.
|
|
|
time available to produce
garment

9
Activity 6
Your team will require people with certain skills. When you apply for a job you must be
able to identify your skills (what you are good at).
If you wish to become part of the production team you must be able to list and evaluate your
relevant skills.
Answer the following questions to help identify your skills.
1. Can you cut paper/material accurately? Yes/no
2. Can you follow written/oral instructions? Yes/no
3. Can you thread a needle? Yes/no
4. Are you able to thread a sewing machine? Yes/no
5. Are you able to use a sewing machine? Yes/no
6. Have you used an iron? Yes/no
7. Do you think you could lead a team? Yes/no
8. State any skills you have which have not already been identified that
would be useful
Now look at the job descriptions in the information pack page no.5 .
Is there any job you think you might be good at or able to learn?

10
Activity 7
Who will do what?
Allocate tasks suitable to each team member. Underline the leaders name on the table.
That person will be the team leader in charge of that particular process. Although other
people in the team may assist with each process.
The team leader will be the Quality Controllerduring that process.
(Refer to identified processes in outcome 1)
PROCESSES STUDENTS
WORKING ON
PROCESS
TASKS TO
COMPLETE BY EACH
STUDENT
PROBLEMS
EXPERIENCED
DATE
1. Sample
2. Prototype
Teacher
Student group
Quality control
Demonstrate each stage
1. Grading
2. Lay planning
3. Fabric
spreading
4. Fabric cutting
5. Sorting
Quality control
1. Garment
assembly
2. Sewing
3. Finishing
Quality control
1. Packing Quality control
1. Dispatch to
retailer
This forms your team manufacturing plan.
You must work as a team and record who does what and when.
Your teacher will work through each stage with you to enable you to practice each task
before attempting on the production line.

11
Activity 8
Evaluation
It is important when you finish that you evaluate your performance and the quality of the
finished garment.
Fill in the checklist on page 11 before completing your evaluation.
Do this using the following headings.
Your performance
1 How well you planned/used the time available
2 How well you used your skills
3 Choice of materials/use of equipment
4 How well you co-operated with others in the team

12
Quality of the finished product
1 Finished appearance
2 Would people buy it (marketability)
3 Quality of workmanship
4 Safety during process

Home Economics: Fashion and Textile Technology– The Fashion and Clothing Industry: An Introduction (Int 1/Acc 3) Student Pack 13
Student checklist for LO.2
I did this
quite well
(ü
ü )
I did this
very well
(ü
ü )
I did not do
this well
(ü
ü )
What were your strengths/weaknesses?
Group discussions
Allocating jobs
Knowing what was
expected from you
in your job
Carrying out your
job
Checking the
standard of your
work
Helping others

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