Subject Knowledge Audit Design and Technology, Exercises of Design

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Subject Knowledge Audit

Design and Technology

Name: Route:

Minimum Competences for Trainees to teach Design and

Technology in Schools

To be awarded Qualified Teacher Status it is important that you are able to demonstrate that

you have secure knowledge and understanding of design and technology. You will be

qualifying to teach secondary pupils and the professional standards for QTS

(www.canteach.gov.uk) require that this knowledge and understanding should be at a

standard equivalent to degree level.

In relation to specific phases you will need to consider the following requirements:

For Key Stage 3 you must know and understand the National Curriculum Programmes of

Study for design and technology. You must know and understand the cross curricular

expectations of the National Curriculum and be familiar with the guidance set out in the

National Strategy for Key Stage 3.

For Key Stage 4 and post 16 you must be aware of the pathways for progression through the

14-19 phase at school, college and work-based settings. You will need to be familiar with the

Key Skills as specified by QCA and the national qualifications framework, and must know the

progression within and from design and technology and be aware of the range of associated

qualifications. You must understand how courses are combined in students’ curricula.

To this end at the Centre for Design and Technology Education at Sheffield Hallam University

we have adopted the DATA (Design and Technology Association www.data.org.uk) model

which sets minimum subject competences of the newly qualified design and technology

teacher. Design and technology may be considered as four specialist fields of knowledge

bound together by a common subject core. The specialist fields of knowledge include Food

Technology, Materials Technology, Electronics and Communication Technologies and

Textiles Technology.

Each specialist field of knowledge can be considered at two levels. The first level can be

considered as the knowledge and understanding that enables the newly qualified teacher to

teach to KS3. The next level is the knowledge and understanding that enables the newly

qualified teacher to teach to KS4 and beyond.

In addition to the subject core , the minimum competence of a newly qualified design and

technology teacher will enable them to teach one specialist field of knowledge to KS3 and a

separate field to KS4 and beyond.

The model can be illustrated by the diagrams overleaf.

Audit Snapshots

Audit snapshot in September

Audit snapshot in February

Final audit snapshot in May

Use the auditing sheets on the following pages to interpret your own subject knowledge

profile with respect to the DATA model for minimum competences. Use the diagrams to keep

a visual record of your developing subject knowledge at key points in the professional year.

Food

Technology

Materials

Technology

ECT

Textiles

Technolog

KS

KS4+

D

M

KU (^) D

D

D

M

M

M

KU

KU

KU

CORE

1 2 3 4 5 6

(^987)

11 10

12

13

14

15

Lo

Hi

Food

Technology

Materials

Technology

ECT

Textiles

Technolog

KS

KS4+

D

M

KU (^) D

D

D

M M

M

KU

KU

KU

CORE

1 2 3 4 5 6

(^987)

11 10

12

13

14

15

Lo

Hi

Food

Technology

Materials

Technology

ECT

Textiles

Technolog

KS

KS4+

D

M

KU (^) D

D

D

M

M

M

KU

KU

KU

CORE

1 2 3 4 5 6

(^987)

11 10

12

13

14

15

Lo

Hi

It will be important for you to monitor you own personal Design and Technology subject

knowledge profile now and as the course and your subsequent teaching career develops.

This audit will enable you to understand your strengths and identify areas for development. It

will enable you to take the appropriate options during the course and will provide information

to your mentor to ensure you get the most from your school placements. The profile will also

help you to apply for an appropriate teaching post and, in the longer term, to plan you

professional development.

You will be asked to consider your own competence in relation to a number of specific

statements taken directly from the DATA documentation. In the first instance you will need to

consider each of the statements in relation to your own feelings of confidence. As the course

progresses and you develop an understanding of the subject in a school based context you

will be able to consider each statement in relation to the level needed to teach at a each key

stage (and achieve competence at a particular level). Complete your self evaluation on the

proformas provided at each of the suggested points (September, February and May).

Aggregate and record the information on the “snapshot” diagrams. This documentation will

form the basis of discussions with your mentor and academic tutor.

Core competences in the context of design and technology

It is the intention that the minimum core competences should be integrated with the subject-

specific specialist fields’ competences. They should be read in conjunction with the subject-

specific fields of knowledge detailed in DATA Research Paper 4 – ‘Minimum Competences for

Trainees to Teach Design and Technology in Secondary Schools’ when planning ITT

courses. The full document is available to purchase from [email protected]

All trainees should cover the core competences, regardless of the specialist fields.

What to do…

September

Read the statements describing the Minimum Competences for Trainees to Teach Design

and Technology

Tick the “Sept” box next to each statement you think you have achieved. Consider what

evidence is available to support this. If there is some physical evidence (lesson plan,

artefact etc) archive this for use in your electronic portfolio. If the competence has been

demonstrated to a tutor or a mentor, get them to initial your tick.

Colour the corresponding segment in the Audit Snapshot diagrams

Revisit the audit at least in February and May. Use the audit to discuss your subject

knowledge profile with your mentor and academic tutor and to plan your personal

development.

Food Technology MaterialsTechnology

ECT

Textiles Technolog

KS

KS4+

D

M

KU (^) D

D

D

M M

M

KU

KU

KU CORE

1 2 3 4 5 6

(^987)

11 10

12

13

14

15

Lo

Hi

Materials Technology

Newly qualified teachers should be able to:

Designing

SeptFebMay SeptFebMay

Key Stage 3 Key Stage 4 and beyond

M.D.3.1 accurately sketch construction details which show how wood, metal and plastics can be used to make artefacts, including freehand sketching;

M.D.4.1 accurately sketch construction details, using, where appropriate, recognised conventions which show how a wide range of materials might be used to make artefacts; M.D.3.2 accurately draw construction details using formal drawing techniques, to show how wood, metal and plastics can be used to make artefacts (e.g. orthographic drawing);

M.D.3.3 make use of modelling techniques to model artefacts made in wood, metal and plastics (using basic modelling materials such as straws, foam, card, polymorph);

M.D.4.3 more complex models can be used to test a technological principle (e.g. using commercial kits or components to test a mechanical movement using cams or linkages);

M.D.3.4 use fundamental computer solid modelling techniques i.e. extrusion and revolving, to develop and test design ideas;

M.D.4.4 use fundamental computer solid modelling techniques i.e. lofting and sweeping to manufacture from 3D toolpaths (e.g. curvilinear shapes); M.D.3.5 create simple assemblies of computer generated solid models to confirm the accurate interaction of separate components;

M.D.4.5 create complex assemblies of computer generated solid models to confirm the accurate interaction of separate components (e.g. a cam system showing rotary to linear motion);

M.D.3.6 create 3D computer rendered images which clearly show the desired surface qualities (e.g. colour, texture of design ideas);

M.D.3.7 generate working drawings using CAD, (e.g. cutting lists, dimensioning and appropriate BS conventions);

M.D.4.7 generate detailed working drawings using CAD, including assembly, parts and sectional views;

M.D.3.8 access design data, using IT relating to for example the properties of materials, standard sizes, fixings, adhesives and components;

M.D.3.9 create spreadsheets related to the costings of materials;

M.D.4.9 undertake spreadsheet analysis for costings and simulation of batch production;

M.D.3.10 investigate and disassemble and evaluate a range of manufactured products made from wood, metal and plastics, identifying the processes involved in their production;

M.D.4.10 investigate, disassemble and evaluate a range of products made from resistant materials including modern materials and smart materials;

M.D.3.11 analyse and investigate the manufactured technologies used to make a range of artefacts (e.g. injection moulding, sand casting);

M.D.4.11 analyse and investigate the advanced manufacturing industrial technologies used to make modern mass produced consumer products;

M.D.3.12 analyse and investigate the visual and other sensory qualities in materials when analysing artefacts (e.g. colour, texture, smell);

M.D.4.12 analyse and investigate the visual and other sensory principles when analysing artefacts (e.g. balance, harmony, proportion);

M.D.3.13 show awareness of different cultures and recognise the influences on the development of products (e.g. design movements, lifestyles, consumer values);

M.D.4.13 recognise the importance of new technologies, innovations and inventions in the design of consumer products;

Designing

SeptFebMay SeptFebMay

Key Stage 3 Key Stage 4 and beyond

M.D.3.15 consider the impact on society of a range of products;

M.D.4.15 analyse the social consequences of automated mass-production systems (e.g. robotic assembly lines);

M.D.3.16 consider how the physiological aspects of ergonomics can influence the design of products (e.g. anthropometrics, dynamic movement).

M.D.4.16 consider how the psychological aspects of ergonomics can influence the design of products (e.g. colour, shape and semiotics can be used to convey meaning in products).

Making

Key Stage 3 Key Stage 4 and Beyond

M.M.3.1 use the properties and working characteristics of wood, metal plastics to meet design requirements (including modern materials such as polymorph, anodised aluminium);

M.M.4.1 use the properties and working characteristics of a range of resistant materials including smart materials such as thermochromic film and EL panel;

M.M.3.2 accurately mark out, using appropriate hand tools and take account of critical dimensions and tolerances when using wood, metal and thermoplastics (e.g. engineers squares, marking gauges, centre punch, odd leg callipers);

M.M.4.2 accurately measure and mark out considering appropriate tolerances when using both precision hand tools and machines, during the manipulation of a wide range of resistant materials (e.g. vernier calipers, micrometer);

M.M.3.3 accurately cut and waste, by hand and basic machines (e.g. pillar drill and band saw), wood, metal, and plastics to efficiently achieve appropriate fit and finish;

M.M.4.3 accurately cut and waste, by using machines (e.g. centre lathe, vertical and horizontal milling), wood, metal, plastics to efficiently achieve precision fit and quality finish;

M.M.3.4 accurately deform, form, and fabricate by hand and using basic machines (such as line bender, vacuum former, punch tools and jigs), wood, metal and thermoplastics;

M.M.4.4 accurately deform, form and fabricate using appropriate methods with a range of materials using complex equipment (e.g. spot welder, vacuum bagging and metal casting) and machine tools (e.g. box folder and jigs);

M.M.3.5 effectively join wood, metal and thermoplastic using appropriate hand techniques and basic fixing methods (e.g. wood joints, knock down fittings, soldering, brazing, adhesives etc);

M.M.4.5 effectively join a range of materials using advanced techniques, complex equipment and appropriate machine (e.g. spot welder, complex knock-down fittings);

M.M.3.6 make use of CAM prototyping techniques to synthesise and develop design ideas (e.g. rapid prototyping, stereo lithography, laminate assemblies);

M.M.4.6 use CADCAM to aid manufacturing (e.g. making jigs for routering, standardised components, mould making for casting or vacuum forming); to achieve appropriate and repeatable quality, ensuring fit (e.g. interference fit), finish and reliable function;

M.M.3.7 consider visual and other sensory qualities of materials to meet design requirements (e.g. colour, texture,smell).

M.M.4.7 consider visual and other sensory principles when using materials to meet design requirements (e.g. balance, harmony, proportion);

M.M.4.8 recognise that systems and control can be integrated with a range of materials to design and make artefacts (e.g. EL panel and textiles, mechanisms and electronics (mechatronics)).

Food Technology

Newly qualified teachers should be able to:

Designing

SeptFebMay SeptFebMay

Key Stage 3 Key Stage 4 and beyond

F.D.3.1 understand and use designing strategies to develop food products (e.g. brainstorming, mind mapping, mood boards, image boards);

F.D.4.1 use range of creative thinking strategies to develop original and innovative food products (e.g. sketching, clip art, attribute analysis); F.D.3.2 use a variety of research methods including the internet, newspaper articles, existing surveys, magazines etc;

F.D.4.2 access resources (e.g. books, data bases used by the food industry);

F.D.3.3 investigate, research and evaluate existing food products including ingredient analysis, nutritional analysis and costing;

F.D.4.3 develop product analysis to make and modify design decisions during product development;

F.D.3.4 use simple sensory analysis techniques when developing food products (e.g. ranking tests, rating tests);

F.D.4.4 use a variety of sensory analysis techniques used in the food industry when developing food products (e.g. triangle tests); F.D.3.5 use appropriate graphic strategies for the generation and communication of design ideas (e.g. annotated sketches, mood boards, concept boards, mind maps);

F.D.4.5 use a scanner and a digital camera to develop concepts and communicate and present design ideas (e.g. product development, packaging, product profiling);

F.D.3.6 use word processing, DTP ICT packages and clipart to communicate and present ideas (e.g. questionnaires, surveys, food labels);

F.D.4.6 use DTP, painting, 2D CAD ICT packages and graphics packages to produce reports and food packaging;

F.D.3.7 use simple data bases to make design decisions (e.g. product, nutritional & costing databases);

F.D.4.7 use a wider range of databases available to the food industry (e.g. CDs, internet sites); F.D.3.8 record and analyse results of sensory analysis visually and as text using a variety of methods including tables, charts and spreadsheets (e.g. star profiles).

F.D.4.8 use spreadsheets (e.g. to calculate costs, scaling up of recipes, model and modify design ideas).

Making

Key Stage 3 Key Stage 4 and beyond

F.M.3.1 plan and organise procedures for the preparation, cooking and presentation of food products (e.g. flowcharts);

F.M.4.1 understand and apply procedures used in the food manufacturing and retail industries;

F.M.3.2 use a range of basic food preparation techniques and processes. Handling basic food commodities (e.g. meat, eggs, fish, vegetables, fruit); preparation of baked products (e.g. bread, cakes, scones, biscuits, pastries);

F.M.4.2 use a wider variety of foods, including, modern 'smart' foods, organic foods and a range of advanced food preparation skills;

F.M.3.3 use a range of tools and equipment in a safe and efficient manner;

F.M.4.3 use a wider range of food technology resources and equipment related to industrial practices;

F.M.3.4 select prepared/processed/fresh food products/components for different purposes;

F.M.4.4 widen the range of processes/fresh food products/components used;

F.M.3.5 use the concept of a fair test to evaluate products in response to changes in the food production specification;

F.M.4.5 developed an awareness of the techniques used in the food industry;

Making

SeptFebMay SeptFebMay

Key Stage 3 Key Stage 4 and beyond

F.M.3.6 modify existing products to develop a new specification;

F.M.4.6 investigate the concept of developing a 'blue sky' food product;

F.M.3.7 make food prototypes and products in quantity using a range of techniques to ensure consistency;

F.M.4.7 understand and apply systems and procedures used in the food industry;

F.M.3.8 establish good hygiene and safety practices when working with food (e.g. understand and use the concept of HACCP);

F.M.4.8 understand the legislative framework related to the development, production and sale of food products (e.g. HACCP, Health and Safety, labelling, consumer protection).

F.M.3.9 have, as a basic minimum, the Basic Food Hygiene Certificate;

F.M.3.10 have gained the DATA certification for Health and Safety for secondary teachers in the core and in food technology.

Knowledge and Understanding

Key Stage 3 Key Stage 4 and beyond

F.K.3.1 understand and apply the influences of the consumer on food product development;

F.K.4.1 apply knowledge of the influences of advertising and marketing on the design and retailing of food products;

F.K.3.2 understanding about the main nutrients (e.g. proteins, carbohydrates, fats, vitamins, minerals and fibre and their effects on health);

F.K.4.2 have a detailed knowledge of these nutrients and their effect on health;

F.K.3.3 have an understanding of the current dietary requirements of different user groups (e.g. teenagers, vegetarians);

F.K.4.3 have knowledge of the use of DRVs to meet specific nutritional specifications (e.g. to meet the needs of groups with particular conditions such as coeliacs, diabetics);

F.K.3.4 understand that ingredients can be classified according to their physical and working properties and working characteristics (e.g. a gel, a sol, a temporary or permanent emulsion, a foam, a colloid);

F.K.4.4 understand the structural and performance characteristics of foods and their role in food products and the implications for the choice of preparation and cooking techniques (e.g. protein - coagulation, carbohydrates - geletinisation and dextrinisation, and fats- hydrogenisation);

F.K.3.5 combine ingredients and ready-made food components accurately and effectively to create a food product;

F.K.4.5 carry out detailed food investigations (e.g. on thickening agents, raising agents, yeast mixtures, modified starches, emulsions, foams, methods of tenderising meat) to help make design decisions;

F.K.3.6 consider the effects of preparation and cooking on food products (e.g. creaming, all-in one, rubbing-in, melting methods, sauce making, baking, frying, steaming, roasting and grilling);

F.K.4.6 understand the implications of the use in commercial food preparation and processing techniques of food products such as 'smart' and modern foods, modified starch;

Electronics and Communication Technologies (ECT)

Newly qualified teachers should be able to:

Designing

SeptFebMay SeptFebMay

Key Stage 3 Key Stage 4 and beyond

E.D.3.1 make creative use of commercial electronic modules when designing products in other material areas (e.g. sound modules, digital sound recorders, radio modules); E.D.3.2 understand and use a systems approach when designing with electronics;

E.D.4.2 develop control systems through the interconnection of a range of kits, components and subsystems;

E.D.3.3 understand and be able to use graphical computer control languages to design control solutions;

E.D.4.3 be able to use control programming languages to develop efficient control solutions;

E.D.3.4 use appropriate computer software to design and model simple electronic circuits using a systems approach;

E.D.4.4 use software to design, model and analyse electronic circuits;

E.D.3.5 design simple mechanical solutions incorporating cams, levers, gears and pulleys;

E.D.3.6 analyse the design of mechanical, electrical and electronic products in terms of who they have been designed for, the design features that suit them to these users and their technical operation at a systems level;

E.D.4.6 make use of their technical understandings of components and systems to analyse and describe the operation of mechanical, electrical and electronic products;

E.D.3.7 recognise that the development of new technologies creates product design opportunities and be confident in citing examples (e.g. Lithium polymer batteries for smaller mobile phones, MP technology for new portable entertainment devices, flash-card storage media for digital cameras);

E.D.4.7 display an understanding of expected future developments in electronics and communication technologies and convey these clearly (e.g. new consumer products brought about by the ‘digital revolution’, embedded computer technology to produce ‘smart’ products, the convergence of information systems via network technologies);

E.D.3.8 produce and interpret, simple circuit diagrams using correct British Standard symbols; produce and interpret, systems diagrams; produce and interpret, flow charts; use simple formulae to communicate principles and concepts;

E.D.4.8 create and interpret system construction and functional information and communicate it by means of circuit diagrams, flowcharts, systems diagrams, truth tables, graphs, tables, appropriate formulae and mechanical diagrams;

E.D.3.9 present, and interpret, data on system, module or component function;

E.D.4.9 use sophisticated data to inform the design of products including mechanical, electrical and electronic elements;

E.D.3.10 develop clear user instructions for control systems.

E.D.4.10 develop appropriate user interfaces for control systems (e.g. the adjustment direction of a potentiometer, switch position and labelling, user feedback from sounders, optical indicators and displays); E.D.4.11 create and interpret clear and precise manufacturing information for control systems.

Making

SeptFebMay SeptFebMay

Key Stage 3 Key Stage 4 and beyond

E.M.3.1 systematically construct and test simple circuits using stripboard and/or printed circuit board;

E.M.4.1 model and test system building blocks making effective use of system modelling techniques (e.g. breadboarding; computer simulation);

E.M.3.2 use a computer and interface box, or microcontroller module, with appropriate electronic sensors and actuators;

E.M.4.2 understand how computers, microcontrollers and electronic circuits can be used to control a range of actuators (e.g. electrical, mechanical, hydraulic, pneumatic);

E.M.3.3 use appropriate computer software to design and make printed circuit boards (PCBs);

E.M.4.3 use software to support the design of PCBs that are well matched to product casing and take into account the need for circuit testing;

E.M.3.4 prototype simple mechanical solutions incorporating cams, levers, gears and pulleys using both made and bought elements;

E.M.3.5 analyse the manufacture of a range of mechanical, electrical and electronic products in terms of how the manufacturing processes and materials enable production at an appropriate

E.M.4.5 describe the advanced manufacturing industrial technologies used to manufacture modern mass produced consumer electronic products (e.g. surface mounting techniques, automated assembly, rapid prototyping, injection moulding);

E.M.3.6 use systems based understanding to check the operation of a manufactured circuit.

E.M.4.6 analyse the performance of systems in order to check that they are working effectively, using a range of appropriate test equipment (e.g. multimeter, logic probe, oscilloscope).

Knowledge and Understanding

Key Stage 3 Key Stage 4 and beyond

E.K.3.1 understand that mechanical, electrical and electronic systems can be interconnected to achieve different purposes;

E.K.4.1 understand the requirements for interfacing between subsystems as well as to sensors and actuators (e.g. signal matching, simple analogue to digital conversion);

E.K.3.2 describe feedback as a signal loop in a system diagram and understand how it is used in control systems to ensure that operations are achieved successfully (e.g. limit switches);

E.K.4.2 use systems diagrams and flowcharts appropriately to describe the operation of continuous and sequential control systems;

E.K.3.3 understand the use of potential divider circuits with sensors and use them in switching circuits;

E.K.4.3 understand the operation of a wide range of sensors and actuators and use this knowledge to make considered judgements in selecting appropriate components for a design situation; understand the principles of use of an appropriate range of electrical and electronic components including integrated circuits (ICs);

E.K.3.4 understand that data can be transferred across a distance both with and without wires;

E.K.4.4 understand the principles of use of a range of techniques for transferring data between control systems separated by a distance (e.g. infra red, radio, coding systems);

Textiles Technology

Newly Qualified Teachers should be able to:

Designing

SeptFebMay SeptFebMay

Key Stage 3 Key Stage 4 and beyond

T.D.3.1 make and adapt simple flat patterns for unstructured clothing and other products;

T.D.4.1 draft and adapt more advanced/complex flat patterns and use appropriate modelling techniques, i.e. drafting, scale blocks, grading, fitting;

T.D.3.2 make simple paper models; T.D.4.2 understand how models and patterns are drafted in industry;

T.D.3.3 create simple 3D structures; T.D.4.3 create complex, appropriately reinforced 3D structures;

T.D.3.4 use textiles in creating shell and frame structures;

T.D.4.4 show greater understanding of creating fabrics (e.g. use of knitting machine);

T.D.3.5 make simple calico models/toiles; T.D.4.5 construct toiles;

T.D.3.6 use ICT to explore and create shape, pattern and colourways;

T.D.4.6 show a wider range of the use of more sophisticated ICT software and hardware for exploring shape, pattern and colourways;

T.D.3.7 use ICT databases for accessing information for designing and making e.g. fabric properties, fashion, styles;

T.D.4.7 show understanding of industrial uses of information technology in producing fibres, yarns and fabrics;

T.D.3.8 use CAD/CAM to enhance fabrics (e.g. embroidery software and hardware, draw and paint packages for stencils, transfer, prints);

T.D.4.8 use CAD/CAM to assist the designing and making of more advanced products (e.g. computerised knitting, plotting, computerised embroidering and plotting) to design and make products;

T.D.3.9 make simple representational and technical drawings - fashion and product;

T.D.4.9 use fashion illustration techniques and technical fashion drawing conventions as used in industry;

T.D.3.10 use small scale commercial design /presentation techniques, (e.g. mood boards, story boards, mind maps, sketching, modelling);

T.D.4.10 demonstrate a high level of skill in the production of commercial display techniques, (e.g. mood boards, story boards);

T.D.3.11 use strategies to plan, communicate and execute accurate making (e.g. flow charts, pattern conventions, orders of work).

T.D.4.11 produce pattern layouts for different fabric widths.

Making

Key Stage 3 Key Stage 4 and Beyond

T.M.3.1 use a range of techniques for adding colour, pattern and texture finishes (e.g. dyeing, printing, embroidering, appliqué);

T.M.4.1 demonstrate more advanced application of appropriate techniques for adding colour, pattern and texture finishes (e.g. dyeing, printing including ICT, puff binder, embroidering, devore);

T.M.3.2 use simple tests to identify the properties of fabrics;

T.M.4.2 be aware of and have an understanding industry based fabric structure tests;

T.M.3.3 simulate technical finishes (e.g. waterproofing);

T.M.3.4 use basic pattern marking conventions (e.g. grain, cutting, fold and stitching lines);

T.M.4.4 use a broader range of pattern marking conventions (e.g. numbered balance marks, placement markings);

T.M.3.5 make use of construction symbols; T.M.4.5 show understanding of industrial processes (e.g. overlocking, flatfelling);

T.M.3.6 use fabrication and manipulation techniques (e.g. darts, gussets, inserts, pleats);

T.M.4.6 show understanding of more complex shaping processes (e.g. fully fashioning);

T.M.3.7 use knowledge of fabric construction grain, strain and loads in designing and making;

T.M.4.7 show awareness of industrial testing processes, industry standards and tolerances;

T.M.3.8 apply simple fastenings (e.g. Velcro); T.M.4.8 apply a greater range of fastenings;

T.M.3.9 use simple techniques for making and finishing seams;

T.M.4.9 use more complex techniques as appropriate;

T.M.3.10 use simple reinforcing techniques; T.M.4.10 use more complex reinforcing techniques;

T.M.3.11 make edge finishes - machine hems, swing needle stitches, overlockers;

T.M.4.11 make a greater range of edge finishes (e.g. fully fashioning);

T.M.3.12 safely and accurately use cutting tools (e.g. scissors, shears);

T.M.4.12 use a greater range of cutting tools where appropriate (e.g. knives and rotary cutters);

T.M.3.13 demonstrate safe and accurate use of machines and overlockers;

T.M.4.13 demonstrate safe, advanced/creative use of machine technology, i.e. free machine technology, dedicated embroidery machines , buttonholing.

T.M.3.14 complete the DATA (or other appropriate) certification for Health and Safety for secondary teachers in the core and in textiles technology.