BTEC Specialist Qualifications Mixed Assessment

Pearson BTEC Level 2 Certificate in Apparel, Footwear, Leather or Textile Production Pearson BTEC Level 3 Diploma in Apparel, Footwear or Leather Production Pearson BTEC Level 3 Diploma in Textile Design and Manufacture

Specification

BTEC specialist qualification First teaching January 2012 Issue 2

Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com

This specification is Issue 2. Key changes are listed in the summary table on the next page. We will inform centres of any changes to this issue. The latest issue can be found on the Pearson website: qualifications.pearson.com

These qualifications were previously known as:

Edexcel BTEC Level 2 Certificate in Apparel, Footwear, Leather or Textile Production (QCF) Edexcel BTEC Level 3 Diploma in Apparel, Footwear or Leather Production (QCF) Edexcel BTEC Level 3 Diploma in Textile Design and Manufacture (QCF)

The QNs remain the same.

References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

Summary of specification Issue 2 changes for: Pearson BTEC Level 2 Certificate in Apparel, Footwear, Leather or Textile Production Pearson BTEC Level 3 Diploma in Apparel, Footwear or Leather Production Pearson BTEC Level 3 Diploma in Textile Design and Manufacture

Summary of changes made between previous Issue 1 and this Page/section current Issue 2 number

All references to QCF have been removed throughout the specification Throughout Definition of TQT added Section 1 Definition of sizes of qualifications aligned to TQT Section 1 TQT value added Section 2 GLH range removed and replaced with lowest GLH value for the Section 2 shortest route through the qualification Reference to credit transfer within the QCF removed Section 6 QCF references removed from unit titles and unit levels in all units Section 11 Guided learning definition updated Section 11

Earlier issue(s) show(s) previous changes. If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html.

Contents

1 Introducing BTEC Specialist qualifications 1 Calculating unit credits 1 Industry support and recognition 1

2 Qualification summaries and key information 2 Qualification title and Qualification Number 4 Objective of the qualifications 4 Apprenticeships 4 Progression opportunities through Pearson qualifications 4 Relationship with National Occupational Standards (NOS) 4

3 Centre resource requirements 5 General resource requirements 5

4 Qualification structures 6 Pearson BTEC Level 2 Certificate in Apparel, Footwear or Textile Production 6 Pearson BTEC Level 3 Diploma in Apparel, Footwear or Leather Production 8 Pearson BTEC Level 3 Diploma in Textile Design and Manufacture 13

5 Assessment 15 6 Recognising prior learning and achievement 16 Recognition of Prior Learning 16

7 Quality assurance of centres 17 8 Programme delivery 18 9 Access and recruitment 19 10 Access to qualifications for learners with disabilities or specific needs 20 11 Units 21 Unit format 21 Unit title 21 Unit reference number 21 Level 21 Credit value 21 Guided learning hours 21

Unit aim 21 Essential resources 21 Mapping to National Occupational Standards (NOS) 22 Learning outcomes 22 Assessment criteria 22 Unit amplification 22 Unit 1: Apparel Manufacturing Techniques-Sewing and Making-up Operations 23 Unit 2: Apparel Manufacturing Techniques – the Production Process 31 Unit 3: Aspects of Design within the Apparel, Footwear or Leather Industry 37 Unit 4: Aspects of Design within the Textile Industry 41 Unit 5: Buying Import/Export within the Apparel Footwear or Leather Industry 45 Unit 6: Buying Including Import/Export within the Textile Industry 49 Unit 7: Carpet Manufacturing Processes 53 Unit 8: Develop Working Relationships within the Apparel, Footwear, Leather or Textile Industry 63 Unit 9: Fibre and Yarn Processing 67 Unit 10: Garment Cutting – Tailored Garments 73 Unit 11: Garment Production– Tailored Garments 79 Unit 12: General Textile Technology 83 Unit 13: Introduction and History of the Apparel, Footwear, Leather or Textiles Industry 91 Unit 14: Knitted Fabric Design 95 Unit 15: Knitwear and Hosiery Design and Make–Up 99 Unit 16: Leading Teams within Textile Technologies 109 Unit 17: Leather Goods Manufacturing Techniques – Cutting, Sewing and Finishing Operations 113 Unit 18: Leathers Used in the Manufacture of Leather Goods 117 Unit 19: Maintain Quality Standards in Apparel, Footwear, Leather or Textile Production 119 Unit 20: Manage Information for Action within the Apparel, Footwear or Leather Industry 123 Unit 21: Manage Information for Action within the Textile Industry 127

Unit 22: Managing Customer Relations within the Apparel, Footwear or Leather Industry 131 Unit 23: Managing Health and Safety and Employment Rights and Responsibilities within the Apparel, Footwear or Leather Industry 137 Unit 24: Managing Health and Safety and Employment Rights and Responsibilities within the Textile Industry 143 Unit 25: Managing Own Relationships within Textile Production 149 Unit 26: Managing Own Working Relationships within the Apparel, Footwear or Leather Production Industry 153 Unit 27: Managing Quality Standards within Apparel, Footwear or Leather Production 157 Unit 28: Managing Quality Standards: Textile Production 161 Unit 29: Manufacturing Footwear Techniques – Lasting and Making 165 Unit 30: Manufacturing Footwear Techniques – Production of Uppers 167 Unit 31: Manufacturing Techniques within Apparel Production 171 Unit 32: Manufacturing Techniques within Footwear Production 177 Unit 33: Materials and Processes Used in the Manufacture of Textile Products 181 Unit 34: Materials used in the Manufacture of Apparel 185 Unit 35: Materials Used in the Manufacture of Apparel 189 Unit 36: Materials Used in the Manufacture of Footwear 193 Unit 37: Materials Used in the Manufacture of Footwear 195 Unit 38: Narrow Fabric Manufacture 199 Unit 39: Non-woven Fabric Manufacture 207 Unit 40: Non-leather Materials in the Manufacture of Leather Goods 213 Unit 41: Production Management within the Apparel, Footwear or Leather Industry 217 Unit 42: Professional Practice/Preparation for Employment within the Apparel, Footwear or Leather Industry 221 Unit 43: Professional Practice/Preparation for Employment within the Textiles Industry 225 Unit 44: Supervisory Management–Team Leadership within the Apparel, Footwear or Leather Industry 229 Unit 45: Textile Finishing 233 Unit 46: Textile Manufacturing Techniques 239 Unit 47: Textiles Testing 243

Unit 48: Textile Dyeing and Printing 251 Unit 49: Understanding Health and Safety and Associated Employer Rights and Responsibilities within the Apparel, Footwear, Leather or Textiles Industry 259 Unit 50: Warp Knitting and Lace 265 Unit 51: Weaving 273 Unit 52: Weft Knitting 279 Unit 53: Woven Fabric Design 287

12 Further information and useful publications 293 13 Professional development and training 294 Annexe A 295 Progression opportunities 295

Purpose of this specification

This specification sets out:  the qualifications’ objectives  any other qualification which a learner must have completed before taking these qualifications  any prior knowledge, skills or understanding which the learner needs before taking these qualifications  the units a learner must complete before a qualification will be awarded and any optional routes  any other requirements which a learner must have satisfied before they will be assessed or before a qualification will be awarded  the knowledge, skills and understanding which will be assessed as part of the qualifications (giving a clear indication of their coverage and depth)  the method of any assessment and any associated requirements relating to it  the criteria against which learners’ level of attainment will be measured (such as assessment criteria)  any specimen materials  any specified levels of attainment.

1 Introducing BTEC Specialist qualifications

BTEC Specialist qualifications are work-related qualifications available from Entry to Level 3 in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment in a specific occupational area. The qualifications also provide career development opportunities for those already in work. The qualifications may be offered as full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.

Sizes of Specialist qualifications

For all regulated qualifications, we specify a total number of hours that learners are expected to undertake in order to complete and show achievement for the qualification – this is the Total Qualification Time (TQT). The TQT value indicates the size of a qualification. Within the TQT, we identify the number of Guided Learning Hours (GLH) that a centre delivering the qualification needs to provide. Guided learning means activities that directly or immediately involve tutors and assessors in teaching, supervising, and invigilating learners, for example lectures, tutorials, online instruction and supervised study. As well as guided learning, there may be other required learning that is directed by tutors or assessors. This includes, for example, private study, preparation for assessment and undertaking assessment when not under supervision, such as preparatory reading, revision and independent research. As well as TQT and GLH, qualifications can also have a credit value – equal to one tenth of TQT, rounded to the nearest whole number. TQT and credit values are assigned after consultation with users of the qualifications. BTEC Specialist qualifications are available in the following sizes:  Award – a qualification with a TQT value of 120 or less (equivalent to a range of 1–12 credits)  Certificate – a qualification with a TQT value in the range of 121–369 (equivalent to a range of 13–36 credits)  Diploma – a qualification with a TQT value of 370 or more (equivalent to 37 credits and above).

Calculating unit credits

Every unit and qualification has a credit value. The credit value of a unit is based on:  one credit for every 10 hours of learning time  learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.

Industry support and recognition

The Sector Skills Council (SSC) or Standards Setting Body (SSB) for the sector usually gives their support for BTEC Specialist qualifications.

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 1 Issue 2 – September 2017 © Pearson Education Limited 2017

2 Qualification summaries and key information

Qualification title Pearson BTEC Level 2 Certificate in Apparel, Footwear, Leather or Textile Production

Qualification Number (QN) 600/4313/1 Date registrations can be made January 2012 Age range that the qualification 14-16 is approved for 16-18 19+ Credit value 20 Assessment Portfolio of evidence (internal assessment) Total Qualification Time (TQT) 200 Guided learning hours 180 Grading information The qualification and units are at pass grade. Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners can register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 9, Access and Recruitment)

Qualification title Pearson BTEC Level 3 Diploma in Apparel, Footwear or Leather Production

Qualification Number (QN) 600/4140/7 Date registrations can be made January 2012 Age range that the qualification 16-18 is approved for 19+ Credit value 45 Assessment Portfolio of evidence (internal assessment) Total Qualification Time (TQT) 450 Guided learning hours 270 Grading information The qualification and units are at pass grade. Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners can register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 9, Access and Recruitment)

2 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

Qualification title Pearson BTEC Level 3 Diploma in Textile Design and Manufacture

Qualification Number (QN) 600/4323/4 Date registrations can be made January 2012 Age range that the qualification 16-18 is approved for 19+ Credit value 37 Assessment Portfolio of evidence (internal assessment) Total Qualification Time (TQT) 370 Guided learning hours 280 Grading information The qualification and units are at pass grade. Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners can register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 9, Access and Recruitment)

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 3 Issue 2 – September 2017 © Pearson Education Limited 2017

Qualification title and Qualification Number

Centres will need to use the Qualification Number (QN) when they seek public funding for their learners. The qualification title, unit titles and QN are given on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in our UK Information Manual, available on our website, qualifications.pearson.com

Objective of the qualifications

The Pearson BTEC Level 2 Certificate and Level 3 Diplomas in Fashion and Textiles are for learners who work in, or want to work in, the apparel, footwear, leather or textiles industries. They give learners the opportunity to:  develop knowledge related to the apparel, footwear, leather or textiles industries.  develop skills in apparel, footwear, leather or textiles manufacture and production  learn about the apparel, footwear, leather or textiles industries.  achieve a nationally-recognised level 2 or 3 qualification  develop their own personal growth and engagement in learning.

Apprenticeships

Skillset (SSC) approve the Pearson BTEC Level 2 Certificate and Level 3 Diplomas in Fashion and Textiles as knowledge components for the Intermediate and Advanced Apprenticeship in Fashion and Textiles.

Progression opportunities through Pearson qualifications

Learners who have achieved the Pearson BTEC Level 2 Certificate in Apparel, Footwear, Leather or Textile Production can progress to the Pearson BTEC Level 3 Diploma in Apparel, Footwear or Leather Production or the Pearson BTEC Level 3 Diploma in Textile Design and Manufacture. See Annexe A for further information.

Relationship with National Occupational Standards (NOS)

These qualifications relate to the National Occupational Standards in Footwear and Leather Goods and Manufacturing Textile Products. Please see individual units for links to NOS.

4 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

3 Centre resource requirements

As part of the approval process, centres must make sure that the resource requirements below are in place before offering a qualification.

General resource requirements

 Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualifications.  Staff involved in the assessment process must have relevant expertise and occupational experience.  There must be systems in place to ensure continuing professional development for staff delivering the qualifications.  Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 5 Issue 2 – September 2017 © Pearson Education Limited 2017

4 Qualification structures

Pearson BTEC Level 2 Certificate in Apparel, Footwear or Textile Production

The learner will need to meet the requirements outlined in the table below for their chosen pathway before Pearson can award the qualification.

Minimum number of credits that must be achieved 20 Number of mandatory credits that must be achieved 9 Number of optional credits in each pathway that Apparel 12 must be achieved Footwear 12 Leather 12 Textiles 11

Unit URN Mandatory units Level Credit GLH

13 D/600/1718 Introduction and History of the 2 1 10 Apparel, Footwear, Leather or Textiles Industry 49 K/600/1723 Understanding Health and Safety 2 3 30 and associated Employer Rights and Responsibilities within the Apparel, Footwear, Leather or Textiles Industry 8 T/600/1725 Developing Working Relationships 2 2 20 within the Apparel, Footwear, Leather or Textile Industry 19 F/600/1727 Maintain Quality Standards in 2 3 30 Apparel, Footwear, Leather or Textile Production Unit URN Apparel optional units Level Credit GLH

2 J/600/1728 Apparel Manufacturing Techniques 2 4 30 - the Production Process 1 L/600/1729 Apparel Manufacturing Techniques 2 4 30 - Sewing and Making-up Operations 34 L/600/1732 Materials Used in the Manufacture 2 4 30 of Apparel

6 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

Unit URN Footwear optional units Level Credit GLH

30 K/600/1737 Manufacturing Footwear 2 4 30 Techniques - Production of Uppers 29 K/600/1740 Manufacturing Footwear 2 4 30 Techniques - Lasting and Making 36 R/600/1747 Materials Used in the Manufacture 2 4 30 of Footwear Unit URN Leather Optional units Level Credit GLH

18 A/600/1791 Leathers Used in the Manufacture 2 4 30 of Leather Goods F/600/1792 40 Non-leather Materials Used in the 2 4 30 Manufacture of Leather Goods 17 T/600/1806 Leather Goods Manufacturing 2 4 30 Techniques - Cutting, Sewing and Finishing Operations Unit URN Textiles optional units Level Credit GLH

33 M/600/2047 Materials and Processes Used in 2 5 40 the Manufacture of Textile Products T/600/2048 46 Textile Manufacturing Techniques 2 6 50

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 7 Issue 2 – September 2017 © Pearson Education Limited 2017

Pearson BTEC Level 3 Diploma in Apparel, Footwear or Leather Production

The learner will need to meet the requirements outlined in the table below for their chosen pathway before Pearson can award the qualification.

Minimum number of credits in each pathway that Apparel 46 must be achieved Footwear 48 Leather 45 Tailoring 48 Number of mandatory units in each pathway that Apparel 5 must be achieved Footwear 5 Leather 3 Tailoring 5 Number of optional units in each pathway that must Apparel 1 be achieved Footwear 1 Leather 3 Tailoring 1

Unit URN Apparel pathway – mandatory Level Credit GLH units

23 J/601/7833 Managing Health and Safety and 3 7 40 Employment Rights and Responsibilities within the Apparel, Footwear or Leather Industry 27 Y/601/7836 Managing Quality Standards 3 7 40 within Apparel, Footwear or Leather Production 26 H/601/7838 Managing Own Working 3 9 60 Relationships within the Apparel,

Footwear or Leather Production Industry 31 M/601/7843 Manufacturing Techniques within 3 8 50 Apparel Production 35 D/601/7854 Materials Used in the Manufacture 3 8 50 of Apparel

8 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

Unit URN Apparel pathway – optional Level Credit GLH units

41 Y/601/7853 Production Management within 3 8 50 the Apparel, Footwear or Leather Industry 20 T/601/7861 Manage Information for Action 3 8 50 within the Apparel, Footwear or Leather Industry 3 K/601/7856 Aspects of Design within the 3 7 40 Apparel, Footwear or Leather Industry 42 M/601/7857 Professional Practice/Preparation 3 7 40 for Employment within the Apparel, Footwear or Leather Industry 22 T/601/7858 Managing Customer Relations 3 8 50 within the Apparel, Footwear or Leather Industry 5 A/601/7859 Buying Import/Export within the 3 9 60 Apparel, Footwear or Leather

Industry 44 M/601/7860 Supervisory Management – Team 3 8 50 Leadership within the Apparel, Footwear or Leather Industry Unit URN Footwear pathway – Level Credit GLH mandatory units

Footwear or Leather Production Industry 32 R/601/7852 Manufacturing Techniques within 3 9 60 Footwear Production 37 H/601/7855 Materials Used in the Manufacture 3 9 60 of Footwear

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 9 Issue 2 – September 2017 © Pearson Education Limited 2017

Unit URN Footwear pathway – optional Level Credit GLH units

Industry 44 M/601/7860 Supervisory Management – Team 3 8 50 Leadership within the Apparel, Footwear or Leather Industry Unit URN Leather pathway – mandatory Level Credit GLH units

Footwear or Leather Production Industry

10 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

Unit URN Leather pathway – optional Level Credit GLH units

Industry 44 M/601/7860 Supervisory Management –Team 3 8 50 Leadership within the Apparel, Footwear or Leather Industry Unit URN Tailoring pathway – Level Credit GLH mandatory units

Footwear or Leather Production industry 11 A/601/7862 Garment Production – Tailored 3 7 40 Garments 10 F/601/7863 Garment Cutting - Tailored 3 11 60 Garments

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 1111 Issue 2 – September 2017 © Pearson Education Limited 2017

Unit URN Tailoring pathway – Level Credit GLH mandatory units

Industry 44 M/601/7860 Supervisory Management – Team 3 8 50 Leadership within the Apparel, Footwear or Leather Industry

12 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

Pearson BTEC Level 3 Diploma in Textile Design and Manufacture

The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification.

Minimum number of credits that must be achieved 37 Number of mandatory credits that must be achieved 23 Number of optional credits that must be achieved 14

Unit URN Mandatory units Level Credit GLH

24 H/502/6299 Managing Health and Safety and 3 7 40 Employment Rights and Responsibilities within the Textile Industry 12 R/502/2264 General Textile Technology 3 9 28 D/502/2266 Managing Quality Standards: 3 7 60 Textile Production

Unit URN Optional units Level Credit GLH

9 H/502/2267 Fibre and Yarn Processing 3 7 60 52 M/502/2269 Weft Knitting 3 7 60 50 H/502/2270 Warp Knitting and Lace 3 7 60 51 K/502/2271 Weaving 3 7 60 38 M/502/2272 Narrow Fabric Manufacture 3 7 60 7 A/502/2274 Carpet Manufacturing Processes 3 7 39 F/502/2275 Non-woven Fabric Manufacture 3 7 60 48 J/502/2276 Textiles Dyeing and Printing 3 7 60 45 R/502/2278 Textile Finishing 3 7 60 14 Y/502/2279 Knitted Fabric Design 3 7 60 53 R/502/2281 Woven Fabric Design 3 7 60 15 Y/502/2282 Knitwear and Hosiery Design and 3 7 Make-up 47 D/502/2283 Textile Testing 3 7 60 16 A/502/2291 Leading Teams within Textile 3 7 60 Technologies 25 M/502/6399 Managing own Relationships within 3 9 60 Textile Production 4 Y/502/6400 Aspects of Design within the Textile 3 7 40 Industry

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 1313 Issue 2 – September 2017 © Pearson Education Limited 2017

Unit URN Optional units Level Credit GLH

43 D/502/6401 Professional Practice/Preparation 3 7 40 for Employment within the Textile Industry 6 H/502/6402 Buying Including Import/Export 3 9 60 within the Textile Industry 21 K/502/6403 Manage Information for Action 3 8 50 within the Textile Industry

14 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

5 Assessment

The table below gives a summary of the assessment method used in these qualifications.

Units Assessment method All units Portfolio of Evidence

Portfolio of Evidence (internal assessment) Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the assessment criteria. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria. Centres need to write assignment briefs for learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted. Unless otherwise indicated the centre can decide what form assessment evidence will take (e.g. performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria. Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment. Opportunities to link the delivery and assessment of units with other units should also be encouraged to avoid over assessment.

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 1515 Issue 2 – September 2017 © Pearson Education Limited 2017

6 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning. Pearson encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid. Further guidance is available in our policy document Recognition of Prior Learning Policy and Process, available on our website, qualifications.pearson.com

16 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

7 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice. For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below. 1 Delivery of the qualification as part of a BTEC Apprenticeship (‘single click’ registration):  an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions. 2 Delivery of the qualification outside the Apprenticeship:  an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems  Lead Internal Verifier accreditation – this involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, each year we will allocate a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area. For further details please see the UK Vocational Quality Assurance Handbook on our website, qualifications.pearson.com

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 1717 Issue 2 – September 2017 © Pearson Education Limited 2017

8 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units. Those planning the programme should aim to enhance the vocational nature of the qualification by:  liaising with employers to make sure a course is relevant to learners’ specific needs  accessing and using non-confidential data and documents from learners’ workplaces  developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector  giving learners the opportunity to apply their learning in practical activities  including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment  making full use of the variety of experience of work and life that learners bring to the programme.

18 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

9 Access and recruitment

Pearson’s policy regarding access to our qualifications is that:  they should be available to everyone who is capable of reaching the required standards  they should be free from any barriers that restrict access and progression  there should be equal opportunities for all those wishing to access the qualifications. Centres are required to recruit learners to BTEC specialist qualifications with integrity. Applicants will need relevant information and advice about the qualification to make sure it meets their needs. Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification. For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 10 Access to qualifications for learners with disabilities or specific needs.

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 1919 Issue 2 – September 2017 © Pearson Education Limited 2017

10 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner. We are committed to making sure that:

● learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

● all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers. For learners with disabilities and specific needs, the assessment of their potential to achieve the qualification must identify, where appropriate, the support that will be made available to them during delivery and assessment of the qualification. Please see the information on reasonable adjustments and special consideration in Section 4, Assessment. Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

20 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

11 Units

Unit format

Units have the following sections.

Unit title

This is the formal title of the unit that will appear on the learner’s certificate.

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

Level

All units and qualifications have a level assigned to them. The level assigned is informed by the level descriptors defined by Ofqual, the qualifications regulator.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided Learning Hours (GLH) is the number of hours that a centre delivering the qualification needs to provide. Guided learning means activities that directly or immediately involve tutors and assessors in teaching, supervising, and invigilating learners, for example lectures, tutorials, online instruction and supervised study.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources

This section lists any specialist resources that are needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 2121 Issue 2 – September 2017 © Pearson Education Limited 2017

Mapping to National Occupational Standards (NOS)

This shows the links between the units within these qualifications and the National Occupational Standards (NOS).

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.

Assessment criteria

The assessment criteria specify the standard required by the learner to achieve the learning outcome.

Unit amplification

This identifies the knowledge, skills and understanding that need to be taught so that learners can achieve each assessment criterion. Relationship with assessment criteria It is not a requirement that everything that is taught is also assessed. However, the content will need to be taught so that learners are able to meet the assessment criteria. Structure and terminology  Bullet points next to each assessment criterion show the content that must taught before learners are assessed.  Within the bullet points, information in brackets helps to expand and clarify the content that must be taught  Also within the bullet points, ‘e.g.s’ give examples of content that could be taught or that could be replaced by other, similar material.

22 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

Unit 1: Apparel Manufacturing Techniques-Sewing and Making-up Operations

Unit reference number: L/600/1729 Level: 2 Credit value: 4 Guided learning hours: 30

Unit aim

This unit will enable learners to gain knowledge of basic sewing techniques, the use of trimmings in the finishing of a garment and how to identify alterations that may be required. This unit will also provide knowledge of the different types of sewing machines and the required maintenance. The unit will include:  learning about different methods of sewing, including competent and safe use of machinery and appropriate stitch techniques for different applications  identifying and using a range of workroom machinery and equipment  identifying machinery faults and how to rectify them  learning about additional applications in apparel manufacturing such as trimmings, fastenings, linings, interlinings, surface treatments, pleating, gathering and easing  understanding the principles and practices of efficient and cost-effective make- up operations  recognising the different skills and competences required for each of the manufacturing operations.

Essential resources

Essential resources include a range of apparel manufacturing equipment and machinery, such as sewing machines, pressing equipment, overlock machines, buttonhole machines, specialist stitch machines and other specialist machinery as required.

Mapping to National Occupational Standards (NOS)

This unit links to the Manufacturing Sewn Products NOS: MSP4

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 2323 Issue 2 – September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about basic 1.1 Describe the basic sewing skills □ Select appropriate threads, tools and equipment to make up sewing skills. required. garments. □ Assemble garment pieces and identify and select appropriate sewing techniques. □ Prioritise the order of making up. □ Basic processes of needle changing, start/stopping the machine, back stitching. □ Test pieces and try outs before working on garment to be sewn. □ Handling techniques for fabrics and garments to be manufactured, e.g. bulky, shiny, slippery, delicate. □ Prepare the machine area appropriately. □ Ensure that the correct machine foot is in place for the fabric being used □ Sew cleanly and accurately to the instructions marked on the component pieces. □ Health and safety when using machinery, including use of finger guards, correct use of shears and thread cutters

24 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

1.2 Identify a range of stitch types □ Types of stitching used relating to fabric qualities, e.g. for used in making up garments. different weights of wovens, knitted, leather, plastics, stretch, delicates. □ Terminology for different stitches, e.g. topstitch, invisible stitch, zigzag, binder stitch, tacking stitch, contrast stitch, blind stitch, twin needle stitch. □ Needle types for a range of different fabrics. □ Stitch length for a range of fabrics. □ Tension, e.g. different fabrics and applications □ Stitch types for different areas of work, e.g. seaming, darts, channel stitching, smocking, quilting, elasticating, gathering, frilling. 2 Be able to identify 2.1 Describe the different types of □ The following machines and their main functions: a range of sewing sewing machine used in sewing  straight stitch machines and and making up operations. equipment.  industrial  domestic  embroidery  free arm  lock and chain stitch  overlockers.

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 2525 Issue 2 – September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.2 Explain about the extra □ The following equipment and their main functions: equipment which may be used  cover stitchers for specific operations.  binders  blind hemmers  buttonholers  stud machines  specialist embroidery machines  steam presses and tables  fusing presses  pressing accessories, e.g. sleeve boards eggs. 3 Know how to use 3.1 Describe the requirements of □ Top pressing and how this can enhance finish and finishes and finish and trimming. appearance trimmings. □ Hand-sewn areas, e.g. belt loops, hook and loop fastenings, rolled hemming, buttons, motifs. □ The aesthetic considerations that enhance finish □ Quality of trimmings, e.g. buttons, lace, braid, piping, edging to enhance the finish of a garment 3.2 Describe the types of □ The application of the following: interfacing.  different weights of canvassing and methods of hand and machine stitching.  non-woven interfacings. Iron-on and stitch-in.  interfacing for stretch fabrics.  stiffening for plackets and cuffs.  wadding and padding of different weights and their methods of application.

26 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3.3 Explain when and where to use □ Uses that enhance appearance interfacing. □ Uses that enhance performance, e.g. warmth, bulk, comfort, washability, fit □ Different types of interfacing and applications used in couture, designer and mass market garments 4 Know about the 4.1 Describe what is meant by an □ The customer and the garment for alteration purposes alterations alteration (not correcting a □ Differences between generic alterations for mass production procedure. fault). and alterations for personal customers □ Note required alterations and check with customer before taking accurate notes. 4.2 Explain why and when an □ Conducting a fitting and subsequent alterations alteration is carried out. □ Alterations in relation to body shape, customer requirements, style, fashion and trend directions, comfort. □ Mark and interpret alterations. □ Re-mark garments in accordance with the alterations specified. □ Mark alterations on original pattern for future use. □ Correct garments accurately and according to customer requirements.

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 2727 Issue 2 – September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

5 Know about waste 5.1 Describe the limits for tolerance □ Calculations used for different sectors of the market limits and their or waste. (couture, designer, mass market) to allow for alterations to effect on be made production. □ How this varies from one sector to another and why □ Why tolerances are crucial for fit, hang, fabric movement (e.g. stretching, pulling, settling) and future alterations 5.2 Explain the production needs for □ Financial implications of excess waste imposed limits on waste. □ How waste can be minimised in the workroom through different methods, e.g. better lay planning, adaptations to pattern cutting, use of waste fabrics for items such as hanger loops, belt loops, facings. □ Recycling prospects for fabric waste, e.g. for stuffing, padding, pet bedding, shoddy, trimming, felting 6 Know about the 6.1 Identify the different skills and □ Documents and information for the manufacturing process skills required for competence requirements for □ Specifications to ensure understanding and ability to each process. each manufacture process. complete the sample garment □ Techniques and processes used in the garment process, e.g. applying interlining, under pressing, top pressing. □ Sample garment production at the appropriate times against quality standards and specifications at each point in the sample production process.

28 Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 2 – September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

7 Be able to 7.1 Identify the types of faults that □ Including the following: maintain their may occur with own machine.  incorrect tension machine and recognise machine  needle failing to pick up bobbin thread faults.  continued thread breaking  breaking needles  faulty bobbin winding or bobbin housing  machine running slow  machine sticking  loss of power. 7.2 Explain the standards of □ Diagnostic techniques and corrective methods and how they maintenance which are are applied to meet employer and health and safety expected. requirements. □ Accurate and up-to-date information on the machinery and manufacturing process □ Monitored for potential hazards, e.g. workstation, machinery and equipment □ Reporting of faults

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 2929 Issue 2 – September 2017 © Pearson Education Limited 2017

30 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 2: Apparel Manufacturing Techniques – the Production Process

Unit reference number: J/600/1728 Level: 2 Credit value: 4 Guided learning hours: 30

Unit aim

The aim of this unit is to provide knowledge and awareness of the main principles of designing for the textile industry, from initial trend research and analysis through design development to communicating final ideas. This will include:  an investigation into sector market trend predictions  using of different media to communicate ideas and technical information  the design process from initial research to final design  using a range of media to produce fashion illustrations  preparing working drawings  presenting final design ideas through drawings.

Essential resources

Resources will include a range of pattern cutting, grading and manufacturing equipment and machinery. Size and height cutting-tables will also be required for lay planning.

Mapping to National Occupational Standards (NOS)

This unit links to Apparel Manufacturing Technology NOS:

AMTECH6

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 3131 Issue 2 – September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about 1.1 Describe how a pattern is □ Garment design through structure, line, form, shape, pattern developed. silhouette development and □ Type of fabric to be used and handle, e.g. drape, shine, production. texture, hang, stiffness, nap, pile. □ Merits of flat pattern cutting and draping on the stand □ Basic block making and development into individual patterns □ Terminology used in pattern cutting, e.g. notches, allowances, darts, balance marks. □ Critical body measurement points and the techniques of fit 1.2 Explain how the development □ Number of pattern pieces and increased time required for impacts on the production. sewing. □ Design complexity adding more time to pattern cutting and making up. □ How the garment being produced requires time allocated for under pressing and top pressing. □ The time and skill required for openings and fastening such as plackets, zips, drawstrings, channels, buttonholes.

32 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ How grain needs to be factored in to cutting, e.g. bias cutting □ How lining, interlining, canvassing, wadding etc also need to be cut with the main body of the pattern. □ How embellishment and surface treatments such as tucking, pleating, gathers and quilting need to be taken into consideration. 2 Be able to define 2.1 Describe what is meant by □ International sizing standards and their applications grading. grading. □ Incremental grade rules □ Graded size charts for appropriate master blocks. □ Pattern grading techniques of CAD/CAM software □ The difference between women’s, men’s and children’s grading requirements. □ Why different areas of the pattern may be graded to different proportions. □ Grading methods appropriate to product type, size, fit and proportion. 3 Be able to select 3.1 Describe the lay planning □ How lays are planned to meet specifications and and use a wide process. requirements. range of media to □ Transfer pattern shapes and markings to all relevant fabrics produce a range of accurately. fashion illustrations. □ Laying up appropriate to fabrics being used, including those that have a design content. □ Lay planning and fabric utilisation, including those that require matching.

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 3333 Issue 2 – September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Be able to select 3.1 Describe the lay planning □ Manipulating pattern pieces to achieve maximum fabric and use a wide process. utilisation and cost effectiveness. range of media to □ How fabric qualities such as knap, pile, pattern, shot, slip, produce a range of pattern and stripe can affect lay planning. fashion illustrations. □ Advantages and disadvantages of double and single lay- ups. □ Hand and machine multiple layered cutting in relation to lay planning. □ Different methods of marking up lays. 3.2 Explain how it integrates with □ Types of thread, trimmings to be used in the production pattern production and the process. manufacturing process. □ Evaluating fabric quality to assist with the cutting and manufacturing processes. □ Which pieces of pattern require linings or interlinings. □ How the lay-up and cutting can affect fitting. □ How to mark up cut pieces in the correct order ready for assembly. □ How to identify any faults and flaws and how to remedy these. 4 Be able to define 4.1 Describe terminology used □ Technical phrases used in cutting, grading, lay planning and relevant within the workplace. manufacture. terminology. □ Names of equipment, machinery and CAD/CAM systems.

34 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

5 Know about the 5.1 Explain where each operation □ Workflow chart; each process from initial pattern to finished stages of the fits into the production line. end product. manufacturing □ All document requirements for production schedules. process. □ Influences on production methods and make-up sequences. □ Equipment and machinery needed in the production process. 6 Know where a 6.1 Produce a factory plan to show □ Workflow chart; logistics and workstations; activities in particular where each manufacturing chronological order of the manufacturing process. operation fits into process takes place. □ Components of the plan. the production line. □ Plan; meeting the production schedule requirements.

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 3535 Issue 2 – September 2017 © Pearson Education Limited 2017

36 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 3: Aspects of Design within the Apparel, Footwear or Leather Industry

Unit reference number: K/601/7856 Level: 3 Credit value: 7 Guided learning hours: 40

Unit aim

This unit covers the various stages in the design and presentation process. Learners will learn how moodboards, market research and customer profiling can be used to help develop design solutions. They will also learn how to communicate their ideas through a variety of drawing and other techniques, and will have the opportunity to develop a number of designs based on the analysis of their own research.

This will include:  using fashion forecasting and trend prediction techniques to aid with creative problem solving  working to a set brief to develop a range of designs  building storyboards to put together a theme and look for an industry client  putting together a working sketchbook which assists in developing and informing design decisions  knowing how visual information is used in various aspects of the industry to inform clients of the designers intentions  applying critical selection to own work through developing aesthetic considerations  learning how to represent the human form and aspects of apparel, leather goods or footwear through combining and applying appropriate techniques and processes  learning how to make effective and clear presentations through use of traditional and digital media.

Essential resources

Learners will need access to cameras and computers with appropriate image making software.

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 3737 Issue 2 – September 2017 © Pearson Education Limited 2017

Mapping to National Occupational Standards (NOS)

This unit links to the following Footwear and Leathergoods NOS: FL4, FL5 and FL6 This unit also links to the following Apparel Manufacturing Techniques NOS: AMTech5, AMTech19

38 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Demonstrate how to predict □ Information to inform own work, including access to trend sector market and trends of the sector’s market, prediction agencies how trends are including: □ The cyclical nature of apparel design and how the past can predicted.  seasonal trends inform the present  design functions □ How social, economic and cultural factors influence design trends □ Ecological and environmental factors which can affect design trends □ Relating designs to the client brief and the potential consumer □ Ensuring designs are ‘fit for purpose’ as stated in the design brief 2 Be able to 2.1 Use different media to □ Sketchbooks; a range of media and techniques with communicate ideas communicate ideas and technical annotation to build up a dossier of working information and technical information, including: □ Storyboards using traditional and digital media information  a research sketch book through different □ Content and meaning of a storyboard, e.g. profile, season, media.  mood/storyboards mood, design theme, product development, target market, age group, colour  design development sheets □ Design development sheets; extend and clarify the initial  information technology design research in the sketchbook □ Digital technology; produce professional and creative results; combining drawn and scanned imagery and written text. □ Critical and aesthetic judgement; visual imaging

Specification – Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – 3939 Issue 2 – September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Be able to select 3.1 Present final designs, including: □ Front, back and three quarter view for child, female and and use a wide male figure templates.  presentation drawings range of media to □ Drawing from life to understand the proportions and form of produce a range of  working drawings the human body fashion illustrations. □ The work of historical and contemporary fashion designers and illustrators to inform own work. □ Different techniques and processes to visually represent a variety of materials, e.g. velvet, tweed, patterns, stripes, checks. □ Different techniques to illustrate hang, drape, pleating, texture, surface decoration. □ Difference between ‘spec’ drawings and mood illustrations □ Media and techniques to produce effective presentation drawings and illustrations □ Visual detailing, e.g. fastenings, pockets, stitching, cuffs □ Types of presentation for different purposes □ Traditional and digital and lens based techniques to produce appropriate visuals for a given task, e.g. photographic work, hand drawing, collage, print, scans, software, screen based applications, animations, video and PowerPoint.

40 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 4: Aspects of Design within the Textile Industry

Unit reference number: Y/502/6400 Level: 3 Credit value: 7 Guided learning hours: 40

Unit aim

The aim of this unit is to provide knowledge and awareness of the main principles of designing for the textile industry, from initial trend research and analysis through design development to communicating final ideas. This will include:  an investigation into sector market trend predictions  using different media to communicate ideas and technical information  the design process from initial research to final design  using a range of media to produce fashion illustrations  preparing working drawings  presenting final design ideas through drawings.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

Text 30

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 41 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Demonstrate how to predict □ Sources of trend information, e.g. colour forecasting, trend sector market and trends of the sector's market analysis, fashion, catwalk shows, trade fairs, websites, how trends are including: trade journals, magazines, cultural and historical predicted. references.  seasonal trends □ Factors that influence design function, e.g. client needs,  design functions fitness for purpose, target market, end use, budget restraints, available materials and processes, material properties and characteristics, safety issues, social and moral issues. □ Presentation techniques, e.g. story/moodboards, research sheets, written report, visual material, discussion 2 Be able to 2.1 Use different media to □ The stages of the design development to include: research, communicate ideas communicate ideas and technical analysis, concept development, testing ideas, presentation, and technical information, including: evaluation, design specification information  a research sketchbook □ Presenting research findings, e.g. sketchbook, research through different sheets, visual and written information. media.  mood/storyboards □ Communicating design ideas, e.g. sketchbook, design  design/development sheets development sheets, story/mood boards, colour work, CAD  information technology drawings, Powerpoint, samples. □ Communicating technical information, e.g. technical drafting (planning repeats, colours etc), design specifications. □ Presentation techniques using different media, e.g. visual, oral, written, digital

42 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Be able to select 3.1 Present final designs, including: □ Presenting working drawings, e.g. sketch books, annotated and use a wide drawings, design sheets, CAD work, colour variations,  presentation drawings range of media to material samples. produce a range of  working drawings □ Preparing and presenting final designs in a range of media, fashion e.g. drawings, collage, CAD drawings, colour work (paints, illustrations. pastel, pencil, inks, marker pens), use of digital media, indication of materials to be used, mounting, framing.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 43 Issue 2 — September 2017 © Pearson Education Limited 2017

44 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 5: Buying Import/Export within the Apparel Footwear or Leather Industry

Unit reference number: A/601/7859 Level: 3 Credit value: 9 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of the principles, procedures and practice relating to importing and exporting of apparel, footwear and leather products. This will include:  the main principles of outsourcing products and services  cost principles and evaluation  logistics and cultural diversity  maintaining quality control procedures  legislative requirements.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Apparel Manufacturing Techniques NOS:

AMTech2, AMTech19

C4, B8

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 45 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand cost 1.1 Define cost principles and its □ Direct overheads (cost directly associated with the principles and its application to production of goods), e.g. materials, lighting, rent. application to apparel/footwear/leather □ Indirect overheads (cost not directly associated with a apparel/footwear/l manufacture. product), e.g. office expenses, telephone costs, selling and eather distribution costs). manufacture. □ Labour costs, e.g. wages, payroll related taxes. □ Mark-up on production cost □ Selling price 2 Know how to 2.1 Identify methods of finding □ Techniques and information sources, e.g. web search, trade research outsourced manufacturing organisations, trade press. outsourced capabilities. □ Outsourced manufacturing, e.g. domestic, off shore and manufacturing balanced sourcing. capabilities using various methods. 3 Be able to evaluate 3.1 Demonstrate how to outsource a □ Compare home cost to outsourced cost, e.g. production the costs and product as if it were being costs, shipping, transport, cargo costs, trade tariffs, logistics of outsourced to another country customs & excise. outsourced for manufacture. □ Communication routes and processes production.

46 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4 Know about social 4.1 Identify the cultural issues □ Different working cultures and their potential effect on and cultural that could surround the manufacturing, e.g. religious practices and holidays diversity of manufacturing of the product in □ Relevant moral issues affecting the manufacture of differing locations. this country. particular goods/use of particular materials □ Issues related to workers’ rights and conditions.

5 Understand the 5.1 Describe the legal requirements □ Import and export regulations, e.g. safety regulations, UK legal requirements of: domestic regulations, labelling requirements, import/export of importing and  importing products certification, quantitative restrictions, trade restrictions, exporting  exporting products trade specific standards. products. □ Tariffs and duties, e.g. export duty, VAT. 6 Know how to 6.1 Describe how to maintain quality □ Quality control procedures (quality of product and service) maintain quality control procedures for □ Supply chain management (meeting and maintaining control procedures outsourced products and specifications, developing and distributing sealed samples, for outsourced services. effective communication channels). products and services.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 47 Issue 2 — September 2017 © Pearson Education Limited 2017

48 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 6: Buying Including Import/Export within the Textile Industry

Unit reference number: H/502/6402 Level: 3 Credit value: 9 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of outsourcing textile manufacturing or services. This will include:  cost principles  researching and determining manufacturing capabilities  outsourced manufacturing costs and logistics  cultural diversity  import and export legalities  quality standards of outsourced products.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

MSC B8

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 49 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand cost 1.1 Define cost principles and its □ Cost issues and terminology, e.g. direct/indirect, principles and its application to textile allowable/unallowable, fixed/variable, application to the manufacture. reasonable/unreasonable, sales/profit. textile industry. 2 Know how to 2.1 Identify methods of finding □ Information search, e.g. professional/trade bodies, research outsourced manufacturing websites, reviews and recommendations. outsourced capabilities. □ Manufacturing requirements and budget manufacturing capabilities using □ Outsourcing, e.g. cost savings, restructuring, quality issues, various methods. capacity, market share/new products, strategic focus, skill set, manufacturing time. 3 Be able to evaluate 3.1 Demonstrate how to outsource a □ Onsite manufacturing evaluation, e.g. manufacturing times, the costs and product as if it were being staff costs, product quality. logistics of outsourced to another country □ Outsourcing process e.g. manufacturers, costs, outsourced for manufacture. communication processes. production. □ Evaluate outsourced manufacturing e.g. costs, delivery times, make up costs, quality, shipping/transport, security, customs and excise. 4 Know about social 4.1 Identify the cultural issues that □ Cultural consideration, e.g. work ethics, religion, holidays, and cultural could surround the ethics with regard to manufacturing particular types of diversity of manufacturing of a product in products. differing locations. this country. □ Moral and ethical issues, e.g. child labour laws, Working Time Regulations, working conditions, diversity legislation, disability, gender equality, orientation

50 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

5 Understand the 5.1 Describe the legal requirements □ Trade tariffs legal requirements of: □ Labelling legalities and required descriptions of imported of importing and  importing products products or materials exporting products.  exporting products □ Exporter issues, e.g. export restrictions, licences; destination, e.g. import licence, local product standards, marketing restrictions; intellectual property, e.g. overseas patents, trademark registration; export contracts, e.g. delivery responsibilities, overseas tax payments, customs clearance. □ Importer issues; UK import regulations, e.g. banned items, licensing requirements; Product safety requirements, e.g. hazardous goods/chemicals, restricted products, labelling of goods/raw materials; overseas regulations, e.g. local export taxes, export licence; customs clearance, e.g. documentation, timings; import duty and VAT, e.g. variation in customs duty rates. 6 Know how to 6.1 Describe how to maintain quality □ Quality control procedures, e.g. visual observation, maintain quality control procedures for measurements, specifications control procedures outsourced products and □ Accurate record keeping, e.g. concise, appropriate detail. for outsourced services. products and □ Communication protocol, e.g. electronic, telephone, face to services. face, frequency, clarity □ Cost issues related to quality, e.g. staff time, relevant equipment; cost differential, e.g. significance, justification, short/medium and long term; changes in projected cost savings, e.g. increased manufacturing/staff costs. □ Quality issues, e.g. effect on customer, cost, delivery times, time required to remedy faults.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 51 Issue 2 — September 2017 © Pearson Education Limited 2017

52 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 7: Carpet Manufacturing Processes

Unit reference number: A/502/2274 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of the unit is to provide learners with a sound understanding of carpet manufacturing processes, systems and operations.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

MTP3, MTP4, MTP6, MTP8, MTP11, MTP12, MTP15, MTP16, MTP18, MTP21, MTP24

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 53 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Identify and explain the □ Preparation of yarn for carpet manufacture, principles and production sequences from yarn (warping/beaming for manmade fibres and natural fibres, processes involved to finished product for: creels/bobbins/spools, weft insertion, e.g. shuttles, yarn in carpet dressing).  Wilton woven carpet manufacture. production □ Basic carpet machine parts and functions (weft insertion, needles, loopers, knives, reeds and reed fingers, healds,  Axminster woven carpet guides, jacks) production □ Basic machine operating procedures (set up machine,  tufted carpet production restart machine, thread up machine, adjust machine, set stop motions, replace guards, change parts). □ Basic production systems: woven carpets-principles of production, cut pile, uncut pile; tufted carpets-principles of production, loop, cut pile. □ Variations to basic carpet production: Wilton-cut pile, wire loom, face to face; Axminster-gripper Axminster, spool Axminster, gripper spool; tufted–plain, stippled, high and low pile, textured and printed, bonded.

54 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Woven carpets:  Wilton-pile yarn, pitch, wires, wire height, cut pile production process, shedding, warp let off, pile mechanism, wire loom production process, face-to-face production process rows, pile height  Axminster-pile yarn, pitch, wires, wire height, rows, pile height  gripper Axminster production process – shedding, warp let-off, pile mechanism  spool Axminster production process  gripper spool production process □ Tufted carpets:  pile yarn  gauge  stitches  pile height  backing fabrics/double backings  plain production process  stippled production process  high pile – textured and printed production process  low pile – textured and printed production process bonded production process  Special purpose hand knotted production process

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 55 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Tufted carpet manufacture:  backing materials  primary backing materials–polypropylene  secondary backing materials – hessian, polypropylene, felt and foam □ Process: yarn tufts stitched into backing material, rubber latex layered onto primary backing material, secondary backing added for strength and stability, latex dried/cured at high temperatures, carpet surface sheared. 1.2 Explain factors influencing □ Factors: handling characteristics of  fibre content materials during production.  types of yarn

 type and quality of product  type of machine  temperature  humidity 1.3 Explain quality control □ Quality control procedures: procedures.  weight checks  surface checks  stitch rate  pile height  colour checks  waste control

56 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

1.4 Describe how production □ Yarn type and availability: resource requirements are  amount of yarn per unit area calculated.  mass per unit area  production efficiency □ Machine type and availability □ Machine changing and timings □ Labour costs 2 Be able to identify 2.1 Describe and explain fault □ Name and type of fault: and analyse faults. finding principles.  lines  drags  broken looper  ends out  backing faults  yarn faults – thick/thin □ Appearance of fault □ Cause of fault □ Effect of fault □ Corrective action □ Preventative action □ Fault records

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 57 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.2 Describe sample analysis □ Fibre type–use of microscope, burning, solubility tests, techniques used in the industry. staining tests □ Yarn type and count–natural and manmade yarns, singles or folded, long/short staple and Continuous Filament (CF), fancy yarns, estimate yarn counts, calculations for equivalent counts. □ Type of carpet:  woven–Wilton, Axminster, spool Axminster

 tufted □ Measure fabric quality–tuft/loop density, yarn count, pile, backing □ Type of carpet production system -machine details, yarn count/machine relationships □ Types of equipment–magnifying/piece glass, scissors, dissecting needles, ruler, laboratory balances and equipment for weighing and measuring 2.3 Undertake tests on at least 2 □ Practical tests on a range of carpet yarns to assess their natural and 2 manufactured properties and suitability: yarns for:  tensile strength/elongation at break  strength  twist and twist factor  twist  count and count conversions  count

58 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.4 Examine the following yarns in a □ Causes and effect on carpet quality of: natural, manufactured fibre and  regularity and evenness blended fibre form to identify faults and provide explanations  count variation for the causes of each of them:  thick/thin places, negs and slubs  single  tensile strength/elongation variation  folded  fancy 2.5 Analyse two carpet structures □ Carpet structures: and for each:  pile yarns  produce fabric notations  tacking structure  measure fabric parameters  carpet construction and finish  carry out calculations  yarn counts  carpet weight  pile weight

 pile height  tuft density  pile thickness  pile density (P/t and P²/t)  pile fibre volume ratio  appearance retention  durability factor

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 59 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Understand the 3.1 Identify machine components □ Electrical and pneumatic requirements electrical and and explain their functions. □ Control systems pneumatic

requirements of □ Motor drives machinery used in □ Machine components and their functions: the production of carpets.  machine drives  dial drives  yarn cutting  control and feeding systems  fabric take down assemblies  cam systems  gears and gear boxes  bearings, shafts, seals  variable speed drives

60 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4 Understand how to 4.1 Identify and explain the type □ Lubricants: maintain machines and use of the main lubricants  synthetic used to produce and tools used to maintain narrow fabrics. machinery.  organic  mineral  application systems (mechanical, compressed air, drip feed, recycling systems) □ Tools and their functions:  types of tools  functions (dismantling, assembling, adjusting parts of machines and equipment) 4.2 Explain the planned □ Procedures maintenance processes for □ Recording systems machinery. 4.3 Analyse the advantages and □ Different approaches to maintenance: disadvantages of these  advantages processes.  disadvantages

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 61 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4.4 Describe and explain machine □ Type and name of fault fault finding principles and □ Appearance of fault techniques. □ Cause of fault □ Effect of fault □ Corrective action □ Preventative action □ Fault analysis records

4.5 Select four machine faults and □ Changing machines–styles and qualities carry out a fault analysis safely. □ Safe working practices □ Isolation requirements–closing plant down, stopping machines □ Replacement of major parts–fitting, purchase of parts □ Limits to access for electrics–fault diagnosis, replacement of parts, correct items, contractors, replacement of fuses and ratings, isolation switches.

62 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 8: Develop Working Relationships within the Apparel, Footwear, Leather or Textile Industry

Unit reference number: T/600/1725 Level: 2 Credit value: 2 Guided learning hours: 20

Unit aim

The aim of this unit is to provide knowledge and awareness of how to effectively manage own relationships within areas of textile production to fulfil the aims of the organisation. This will include:  team working skills  communication skills  adapting communication techniques to given situations.

Essential resources

Learners should have access to a real work environment.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 63 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Be able to 1.1 Explain how to promote a good □ Relate with people in the workplace. recognise the working environment by □ Understand common goals. advantages of developing positive working team working. relationships with colleagues, □ Benefits of sharing information the effect on morale, □ Individual contributions, e.g. creativity, range of skills, productivity and company knowledge and personal attributes, personal development. image. □ Appropriate behaviours when working with colleagues, managers, supervisors, customers, visitors to the workplace □ Balancing own needs with those of others. □ Advantages of positive team-working and good relationships and how this relates to the wellbeing of the workplace; job satisfaction; impact on work life balance. □ Understanding boundaries; recognising barriers. □ Seeking help to resolve problems and conflicts 2 Be able to 2.1 Describe the importance of □ The purpose of discussion and negotiation appreciate other accepting other people’s views □ Explaining reasons; offering solutions. people’s opinions. and opinions. □ Importance of clear communication □ Recognising and respecting the roles and responsibilities of colleagues.

64 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Be able to 3.1 Explain the importance of □ Recognise own role in the workplace and how performance understand the making and honouring realistic affects company targets and the operational results of work value of fulfilling commitments and deadlines to colleagues commitments and colleagues. □ Deadlines and standards deadlines. □ How to prioritise objectives and plan to make best use of time and resources to meet targets □ How to agree and set SMART targets, (specific, measurable achievable, realistic and time-bound) □ Working to agreed protocols, e.g. work patterns, punctuality, rest breaks, holiday requests. □ Own strengths and limitations 4 Know about the 4.1 Produce an organisation chart □ Organisational position of managers, supervisors and how lines of showing the lines of they relate to each other; customer facing responsibilities communication at communication within the □ Roles and responsibilities of self and direct working work. workplace. colleagues and how these relate to the organisation □ Health and safety; who is responsible □ When it is appropriate to seek external lines of communication such as trade union representatives □ Confidentiality 5 Be able to use 5.1 Explain how to use suitable and □ Verbal, non-verbal; expressive skills; language skills; appropriate effective communication skills spoken word; tone of voice; pitch communication when responding to and □ Presentation skills skills. interacting with other people. □ Evaluate different communication methods for a variety of situations, e.g. interviews, meetings. □ Workplace guidelines on the use of electronic media, confidentiality and data protection

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 65 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Written documentation, e.g. memos, minutes of meetings, papers, complete forms, reports and other documentation following organisational guidelines □ Different methods of written communication and identifying appropriate/inappropriate use □ Visual communication, e.g. signs, posters, displays □ Misunderstandings □ Reflecting on experiences to inform future actions □ Appropriate use of non-verbal feedback □ Feedback on professional development from line managers 6 Be able to adapt 6.1 Describe how they adapt written □ Different responses to situations communication and spoken communication □ Styles of communication methods. methods when interacting with people at work. □ Recognising when formal or informal written or spoken language is appropriate

66 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 9: Fibre and Yarn Processing

Unit reference number: H/502/2267 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of fibre processing and yarn manufacturing techniques. This will include:  yarn properties and characteristics  yarn production systems (natural and synthetic)  fault analysis  textile production machinery set up, use and maintenance.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

MTP3, MTP4, MTP6, MTP8, MTP11, MTP12, MTP15, MTP16, MTP18, MTP21, MTP24

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 67 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Classify natural and □ Methods of classifying yarn types, e.g. observation, properties of a manufactured textile yarn types, untwisting, yarn analysis. textile yarn. to include: □ Classification of yarn types (staple, filament, single, flax,  singles plied, simple, complex).  folded  fancy yarns  Continuous Filament 1.2 Identify the main characteristics □ Fibre characteristics and properties, e.g. fibre length, of natural and manufactured surface structure, cross section, elasticity, fineness, crimp fibres. 2 Know about yarn 2.1 Explain the production systems □ Preliminary processes, e.g. scouring, washing, bleaching, production for the staple fibre yarns listed carbonising, removal of vegetable matter, wax, lignin systems. below to include preliminary □ Blending, e.g. opening, cleaning, mixing, fibre lubrication processes, cleaning of fibres, blending, carding, combing, □ Carding (techniques and machinery), e.g. cylinders, preparation for spinning: delivery systems, feeds, hoppers roller/flat carding, elements of carding machinery  cotton □ Combing (techniques and machinery)  worsted □ Drawing (techniques and machinery), e.g. preparation,  semi-worsted drafting, doubling  flax and jute

68 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

 silk □ Spinning (techniques and equipment), e.g. twist insertion methods, ring, open end, rotor, friction, wrap, air jet  speciality hair fibres. □ Follow-on processes, e.g. twisting, folding, doubling, plying □ Full yarn production systems, e.g. long staple fibres and short staple fibres 2.2 Describe fibre and yarn □ Fibre and yarn characterisation (polymer types), e.g. production for major polyamides, polyesters, acetates, acrylics manufactured fibres: □ Methods of extrusion, e.g. wet, dry, melt  regenerated □ Extrusion processes (partially/fully oriented yarn), e.g.  synthetic drawing, crimp insertion, molecular orientation □ Textured yarn production, e.g. false twist, heat set, knit de knit, airject, stuffer box □ Flat yarns, e.g. slit film, flat filament production □ Tow to top conversion techniques, e.g. tow cutting 2.3 Explain the reasons for blending □ Blending principles, e.g. reasons for blending, improving fibres of the same type and yarn properties, fancy yarns those of different origin and □ Mono-fibre blends, e.g. yarn properties, blending out type. variation, levelling colour, strength □ Multi-fibre blends, e.g. yarn properties, elongation, strength, colour

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 69 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Be able to identify 3.1 Describe and explain fault □ Fault identification, e.g. contaminants, slubs, naps, and analyse faults. finding principles. hairiness □ Reason for fault, e.g. mechanical breakage, raw material, processing □ Remedial actions, e.g. repair, remake or reject □ Effect of fault (on final product, on next manufacturing process) □ Accurate records, e.g. labelling, documenting issues, informing relevant staff 3.2 Describe sample analysis □ Sample analysis techniques, e.g. microscope, microscopy, techniques used in the industry. burning, solubility, staining □ Equipment types, e.g. laboratory equipment, weighing scales, eye piece, magnifying glass, ruler, scissors 3.3 Undertake tests on natural and □ Strength, e.g. tensile, Instron, elongation manufactured fibre yarns for: □ Twist, e.g. S or Z direction, turns per metre  strength □ Count, e.g. yarn winder, measuring scales  twist □ Appearance, e.g. observation, hairiness, regularity  count 3.4 Examine the following yarns in a □ Natural, synthetic and blended fibre yarns natural, manufactured fibre and □ Fault identification, e.g. irregular count along length of blended fibre form to identify yarn, irregularity of yarn diameter, snarling, slubs, irregular faults and provide explanations colour for the causes of each of them: □ Causes of faults, e.g. spinning method, raw material  single variation, blending methods  folded  fancy

70 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4 Understand the 4.1 Identify machine components □ Control systems, e.g. feeds, fabric take down, cam systems, electrical and and explain their functions. gears, shafts, cutting pneumatic □ Drives, e.g. variable speed drives, dial drives, machine requirements of drives machinery used in textile production. 5 Understand how to 5.1 Identify and explain the type □ Lubricants types (mineral, organic, synthetic) maintain machines and use of the main lubricants □ Lubricant uses and application, e.g. manual application, used in textile and tools used to maintain drip feed production. machinery. □ Tool types, e.g. standard and specialised tools □ Tool uses, e.g. assembly, disassembly, machine adjustment 5.2 Explain the planned □ Procedures, e.g. standard operating procedures, specific in- maintenance processes for house procedures machinery. □ Frequency of maintenance schedule □ Accurate record of results 5.3 Analyse the advantages and □ Advantages, e.g. fewer breakdowns machines, fewer disadvantages of these replacements required processes. □ Disadvantages, e.g. machine/equipment out of use during maintenance, cost 5.4 Describe and explain machine □ Fault identification fault finding principles and □ Reason for fault, e.g. mechanical breakdown, electrical fault techniques. □ Remedial actions, e.g. repair, adjust, replace parts □ Effect of fault, e.g. on production speed, cost and sequence □ Accurate records

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 71 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

5.5 Select four machine faults and □ Identify equipment fault, e.g. electrical, mechanical, carry out a fault analysis safely. computer settings, calibration □ Shut down (equipment isolation), e.g. electrical isolation, cordon off, label accurately

□ Rectify faults in equipment, e.g. fix parts, replace parts, new parts, reconditioned parts, electrical connections, clean equipment □ Health and safety requirements

72 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 10: Garment Cutting – Tailored Garments

Unit reference number: F/601/7863 Level: 3 Credit value: 11 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge of the general principles of garment cutting for tailored garments.

This will include:  taking individual customer measurements  recommending fabrics and styles  producing individual patterns for customers  estimating and marking fabrics.

Essential resources

For this unit, learners need access to commercial tailoring premises which receive customers who require tailored garments.

Mapping to National Occupational Standards (NOS)

This unit links to the following Bespoke Cutting and Tailoring NOS:

C1 Prepare Materials and Trimmings for Bespoke Tailoring C2 Lay Patterns, Mark-In and Cut Cloth for Bespoke Tailoring C4 Construct Patterns for Bespoke Tailoring

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 73 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about the 1.1 Research the historical □ Source material, visits to costume museum collections historical development of retail bespoke □ Styles in different periods development of cutting. retail bespoke □ Origins of Savile Row cutting. 2 Be able to 2.1 Demonstrate how to □ Written media, e.g. formal letters, emails communicate with communicate with customers: □ Face to face, telephone customers.  verbally □ Presentation skills, e.g.  non-verbally  hand drawn or computer-generated imagery to show  using different media designs  design sketches, front and back views  written description of the garment(s)  swatches of fabrics 3 Know the methods 3.1 Identify the ways in which □ Pattern-making materials and equipment, including of producing patterns can be produced for computer software individual patterns customers. □ Standard blocks for customers. □ Size standards appropriate for customer □ Standard blocks for different styles □ Block and graded patterns

74 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Constructing patterns from direct measurements □ Manipulating and repositioning for darts, seams □ Draft patterns 3.2 Explain the ways of recording □ Measurements accurate information for repeat □ Recording full information orders. □ Using company paperwork 4 Be able to take 4.1 Take measurements from □ Measuring positions measurements customers. □ Measuring the human body accurately from customers and record details □ Determining measurements from standard figures of style and figure □ Determining variations from the standard figure, e.g. types. disproportionate figures 4.2 Record the details of style and □ Recording on size charts figure types from a customer for □ Analysing the figure and compare with standard a tailored three piece suit. measurements □ Full information on figure problems of the customer □ Appropriate style 5 Know the fabrics 5.1 Identify fabrics used in tailored □ Natural and synthetic fibres and their properties used in tailored garments and make □ Construction of fabric garments and recommendations to customers make as to their suitability. □ Textures; surface patterns recommendations □ Linings and interlinings appropriate to each garment to the customer. □ Drape and handle □ Fabric finishes □ Cost and care of fabrics

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 75 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

6 Be able to 6.1 Identify fabric faults, including: □ Why product checks are important recognise fabric  slubs □ Identifying constraints faults.  knots □ Severity of faults  darns □ Quality issues; consequences of not identifying faults  thread breakages □ Allowed tolerances  dye issues 7 Understand the 7.1 Explain the principles of marking □ Grain lines principles of on fabric. □ Incorporate ease allowance marking on fabric. □ Notches □ Marking up alterations; sequence of marking out to minimise waste □ Types of markers and the consequences of using the incorrect marker □ The importance of marking correctly □ Mark in and cut pockets and cuts □ Measuring inlay allowances □ Problems that may occur 7.2 Demonstrate lay marking on the □ Single lay; one way lay; dove tail lay; nap or pile following fabric for a variety of □ Economical lay planning sizes: □ Fabric and other types of constraints, e.g. material widths,  plain size of fabric design, minor defects, major flaws  stripe □ Acceptable lay positions accounting for cloth faults  check

76 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

7.3 Estimate fabric lengths based □ Correct positioning of pattern pieces on: □ Economical utilisation  size  style  patterns

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 77 Issue 2 — September 2017 © Pearson Education Limited 2017

78 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 11: Garment Production– Tailored Garments

Unit reference number: A/601/7862 Level: 3 Credit value: 7 Guided learning hours: 40

Unit aim

The aim of this unit is to provide knowledge and understanding of bespoke tailored garment production. This will include:  production processes  bespoke styles  history, culture and future of the sector.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Bespoke Cutting and Tailoring NOS:

T1 Make Handcraft/Bespoke Trousers, Waistcoats or Skirts: Basting T2 Make Handcraft/Bespoke Trousers, Waistcoats or Skirts: Adjustments and Pockets T3 Make Handcraft/Bespoke Trousers, Waistcoats or Skirts: Completion and Finishing T4 Make Handcraft/Bespoke Coat: Baste Making T5 Make Handcraft/Bespoke Coat: Forward Making T7 Make Handcraft/Bespoke Coat: Finishing and Pressing.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 79 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about the 1.1 Research the historical □ Origins of bespoke tailoring, e.g. introduction of structured historical development of the bespoke clothing, traditional craftsmanship, innovations that have development of tailoring industry. influenced the industry, history and evolution of the suit. the bespoke tailoring industry. 2 Know the 2.1 Explain the sequence of □ Design sequence of construction of: □ Fabric choice construction of  jackets bespoke tailored □ Measurements  waistcoats garments. □ Pattern making trousers  □ Cutting □ Baste □ Fittings □ Alterations 3 Know the different 3.1 Describe the different styles of: □ Jacket styles, e.g. double breasted, single breasted, blazer, styles of bespoke tuxedo  jackets tailored garments. □ Waistcoat styles, e.g. V-neck, double fronted, horseshoe  waistcoats collar, snooker waistcoat  trousers □ Trouser styles, e.g. tapered, dress trouser, wide legged,  topcoats pleated □ Topcoats, e.g. overcoat, Chesterfield, trench, duffle

80 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4 Know the 4.1 Describe the main types of □ Trimmings, e.g. thread, fusibles, interlining, shoulder pads, trimmings trimmings used in tailored zips, linings, stiffeners, fasteners. commonly used for garments. garment making 4.2 Explain the reasons for the choice □ Trimmings appropriate to, e.g. style, purpose, design, and their uses. of trimmings that companies strength, look. might make. 5 Know the stitches 5.1 Describe the stitches that are □ Stitch types (hand and machine), e.g. baste, blind stitch, that are used in used in garment making by: slip stitch, lock stitch, overlock, whipstitch, button hole garment making. stitch, top stitch, chain stitch, cover stitch.  hand  machine 6 Know the main 6.1 Describe the main types of try-on □ Fitting stages e.g. first, second and third fitting uses of try-on used used in bespoke tailoring and □ Alterations and adjustments in bespoke their stages of construction. tailoring. □ Final amendments 6.2 Evaluate and justify their use in differing situations.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 81 Issue 2 — September 2017 © Pearson Education Limited 2017

82 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 12: General Textile Technology

Unit reference number: R/502/2264 Level: 3 Credit value: 9 Guided learning hours: 80

Unit aim

The aim of this unit is to provide knowledge and awareness of general textile technology.

This will include:  knowledge of the raw materials used in the global textile industry  traditional textile production in the UK  the production of textiles from fibre to finished yarn or cloth including technical textiles  garment production.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

MTP8, MTP11 , MTP278

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 83 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about global 1.1 Identify the yarns and fabrics □ Yarns: natural and man-made relating to specific continents textile production produced in the following areas: □ Fabrics, e.g. woven, constructed, non-woven, (needle and trends.  North America punched, felted); different types, e.g. braids, ribbons, passementiere, embroidered; uses, e.g. industrial, clothing,  South America interiors, carpets, decorative, lace.  Europe □ Luxury fibres and fabrics, e.g. silk, cashmere, mohair  Asia □ Regenerated fibres  Africa □ Identify, e.g. samples, charts, presentations, maps  Pacific rim 1.2 Identify the main types of □ Traditional, e.g. historical centres, understanding reasons traditional textile production in for location; large scale and small scale production, e.g. the UK and the main regional wool, cotton, linen centre for each type of □ Heritage, e.g. Harris Tweed, Harris Tweed Act 1993 production. □ Current, e.g. including national trade associations 2 Know about fibre 2.1 Identify the major types of □ Types: animal, plant, mineral, synthetic types and their natural and manufactured fibres. properties. □ Current trends in natural fibres, e.g. bamboo, hemp □ Manufactured fibre information and trade names □ High performance fibres and technical fibres 2.2 Identify the major fibre □ Structure, appearance, texture, shape, feel. properties.

84 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.3 For each fibre type identified in □ Strength, colour fastness, resistance to dirt and mildew, 2.2–analyse its physical and structure, tensile properties (stretch), fibre breakage and chemical properties and the fatigue, fibre friction, stability, e.g. when washed, thermal factors affecting these. properties

□ Composition of fibres from raw materials such as pine trees, oils, petrochemicals, coal. □ Appearance 3 Know about the 3.1 Identify the production methods □ Stages of processing to achieve end fibres including general principles used to produce natural and collecting natural fibres and manufacturing man-made and production manufactured fibres. fibres. processes of fibre □ Continuous Filament and yarn manufacture. □ Staple □ Bending and carding □ Spinning, e.g. ring or mule 3.2 Explain the general principles of □ Diagrammatic flow chart to show processes staple fibre yarn manufacture. □ Conventional spinning □ Open end spinning □ Variations in twist on end product 3.3 Describe the manufacture of □ Raw materials manufactured fibre yarns. □ Filaments □ Variations for different fibres □ Types of spinning □ Finishing processes

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 85 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3.4 Explain yarn count numbering. □ Ways of establishing count □ Commercial reasons □ Systems, e.g. Tex, Denier, Yorkshire Skeins, Dewsbury 3.5 Explain yarn twist. □ Define yarn twist, e.g. S twist, Z twist □ Effect of twist on different yarns for a variety of end results 4 Know about the 4.1 Describe the following post-yarn □ Understand reasons for yarn twisting post-yarn spinning spinning processes: □ Link to preparation for dyeing processes process.  yarn winding □ Fancy yarn manufacture, e.g. specialist spinning,  yarn twisting (doubling or texturising, Continuous Filament, bespoke yarns plying) □ Different end uses  fancy yarn manufacture 4.2 Explain how yarns are prepared □ Differences in natural and manmade production processes for fabric production. □ Uses of elastomeric yarns 5 Know about the 5.1 Define and explain: □ Decorative, e.g. Jacquard different processes  woven fabric structures □ Piles, e.g. velvets, carpets of fabric production used in  weaving loom motions □ Opaque and transparent the textile □ Industrial woven fabrics, e.g. fibre glass, technical textiles industry. □ Hand looms and machine looms, e.g. Jacquard, rapier, water jet, air. 5.2 Define and explain weft knitting. □ Hand and machine □ Uses of end products

86 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

5.3 Define and explain warp □ Tricot, Raschel, Milanese knitting. □ Uses of each fabric 5.4 Define and explain the principles □ High-end production of lace manufacture. □ Mass market 5.5 Define and explain narrow □ Include a variety of product use fabrics: □ Hand and machine made  Raschel-crochet  weaving  braided 5.6 Identify the manufacturing □ Felted systems used to produce non- □ Stitched woven structures and explain their end uses. □ Bonded □ Finishing systems □ Industrial uses □ Domestic use 5.7 Define and explain carpet □ Methods used for different commercial end uses, e.g. production: handmade, bespoke, industrial, domestic; finishing treatments.  woven–Wilton and Axminster  tufted  bonded  knitted

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 87 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

6 Know about 6.1 Define and explain the following □ Reasons for processes, e.g. filling, stiffening, anti-pile, finishing and finishing processes for textiles: hydrophilic, anti-static, fire retardant, hydrophobic dyeing processes.  wet finishing □ Different end uses  dry finishing □ Pros and cons  chemical/functional finishes □ Environmental issues 6.2 Define and explain the following □ Reasons why processes are important areas of dimensional stability: □ Effect on finished items  methods used for setting fabrics  dimensional stability 6.3 Define and explain the following □ Reasons for applying different dyes and methods to certain areas of textile colouration: fibres  dyehouse services □ Printing, e.g. roller, screen, digital, heat transfer  dyeing techniques □ End uses of fabrics  dyeing machinery □ Finishing processes  printing □ Colour fastness □ Fault finding □ Ecological concerns 7 Know about 7.1 Classify garment production □ Recognise different sizes of operation, e.g. haute couture, garment off the peg, bespoke, mass production.  production sequencing and production. make-up □ Production flow from pattern making to final press □ Ethical concerns in global market

88 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

8 Know about 8.1 Identify the major technical □ Raw materials technical textiles. textiles and explain their uses. □ Industrial, commercial and domestic uses □ SMART textiles □ wearable e-textiles 9 Know about basic 9.1 Identify the areas where to □ Efficient manufacturing operations production ensure effective production □ Prototypes and market research planning methods. planning: □ Uses of ICT and CAD  customer liaison □ Sustainability  planning systems □ Recycling and control of waste □ Ethical and environmental influences

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 89 Issue 2 — September 2017 © Pearson Education Limited 2017

90 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 13: Introduction and History of the Apparel, Footwear, Leather or Textiles Industry

Unit reference number: D/600/1718 Level: 2 Credit value: 1 Guided learning hours: 10

Unit aim

The aim of this unit is to provide knowledge of the apparel, footwear, leather or textiles industry through an investigation of historical timelines and current commercial activities. Learners will select an area of the industry that is of personal interest to them and identify how their own skills, abilities and experiences relate to their chosen field through a targeted report and personal promotional materials.

These will include:  an investigation and report on a selected area of personal interest in the apparel, footwear, leather or textiles industry  a historical outline of the selected industry in the UK  identification of roles and job opportunities within the selected industry locally, nationally and internationally  opportunities for training and education within the selected field  identification and analysis of personal skills and qualities relating to the selected industry  production of a CV and promotional materials for targeted employment within the selected industry.

Essential resources

There are no special resources needed for this unit.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 91 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about the 1.1 Present a brief history of their □ Main developments of key events and timelines within the history of either chosen industry in the UK. selected industry the apparel, □ Primary and secondary research relating to the selected footwear, leather industry from the nineteenth century to the present day or textile industry and its current □ The key factors in the historical developments activities. □ Appropriate illustrative materials to support the written content; acknowledgement of sources of information □ Presentation materials, processes and technology □ Summing up; conclusion 1.2 Describe the current state of the □ Professional and industrial bodies to find current relevant industry in the UK. information □ Industry-based search engines and websites □ Analysis of information; retrieved and assimilated into a recognised report format □ Key features dominating the selected industry today, e.g. demographics, logistics, environment □ Factors which impact on the selected industry today, e.g. cultural, political, ecological, economic □ Case studies from the UK industry □ Personal observations and conclusions on the targeted UK industry

92 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

1.3 Describe its current activities □ The main manufacturing hubs for the selected sector world wide. □ Why the industry is sited in these hubs within these regions □ Links between the decline in the UK sector and the rise in global manufacturing, e.g. cheaper labour, more advanced technology, better resources, climate, employment laws, improved logistics □ Information and comparative debate on the UK/global market sector 2 Know about their 2.1 Report on their chosen industry □ Time allowances to the report; summing up; conclusions chosen industry to include: □ References; quotes; examples where this will support  its production activities written material  its selling activities, locally, □ Language which is appropriate to the subject area, purpose nationally and internationally and audience; grammar, punctuation and spelling which  the range of local follows standard report writing conventions employment opportunities in □ Production activities in the UK compared with global the industry manufacturing centres  the qualifications, training □ Consumer behaviour in the UK and overseas; buying habits and experience necessary for and influences on selling, e.g. the rise of online sales, different types of designer outlets, out of town malls, mail order. employment in the industry □ Career and employment opportunities locally and nationally  a record of the various resources used to compile □ Education and training opportunities through UCAS; the report Skillset; British Fashion Council; Textiles Institute; targeted websites and search engines □ Training centres, colleges and manufacturers offering apprenticeships and other educational opportunities for more in-depth education and training information □ Bibliography of information sources

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 93 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Be able to create a 3.1 Identify own skills, abilities, □ Personal SWAT chart to map current skills and abilities self analysis achievements and experiences. □ Areas of strength and weakness; developing awareness of report. own strengths and weaknesses; goals, targets and actions; time-based goal planner □ Past and current experience; future goals □ Short-term and long-term career aspirations □ Opinions on personal strengths and weaknesses 3.2 Identify areas for improvement. □ Current skills and their level □ Skills likely to be needed in the intended career □ How skills can be improved, e.g. how, where □ Generic skills required to support subject-specific skills □ Working with feedback from others to improve skills □ Building on recognised positives to improve skills □ Timelines for enhancement of skills and experiences 4 Be able to prepare 4.1 Collate information to produce a □ Templates for a CV layout; examples of CVs for similar roles a CV. personal CV. □ Asking the question ‘what do you want to see in the CV’? □ Revising content; experience, e.g. voluntary work, group activity, student union, charity involvement, sports. □ Simple, clear, informative language appropriate to a CV □ Map skills and experience to the intended career □ Spelling, grammar, punctuation

94 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 14: Knitted Fabric Design

Unit reference number: Y/502/2279 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of the processes involved in knitted fabric design from initial research and analysis to final fabric production.

This will include:  an investigation into the trends and influences impacting on design development  the design process from initial idea to finished product  the principles of technical drafting  Computer Aided (CAD) techniques and processes  fabric analysis  lace, weft and warp knitting production  identification of common faults.

Essential resources

For this unit, learners will need access to computers with appropriate CAD software.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

MTP3, MTP4, MTP6, MTP8, MTP11, MTP15, MTP16, MTP18, MTP24, MTP28

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 95 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Analyse the trends and □ The main factors that influence design development, e.g. process of knitted influences impacting on design client needs, fitness for purpose, target market, end use, fabric design and development. budget restraints, available materials and processes, development from material properties and characteristics, safety issues, social, initial idea to cultural and moral issues finished product. □ Sources of trend information, e.g. colour forecasting, trend analysis, fashion, catwalk shows, trade fairs, websites, trade journals, magazines, cultural and historical references □ Presentation techniques, e.g. story/moodboards, research sheets, written report, visual material, discussion 1.2 Describe the different types of □ Main applications of design repeat, e.g. block, side, design repeat and their irregular (step or sliding), composite, optical, square, application. straight, checks (Argyll, houndstooth), stripes, intarsia, stranded colourwork. □ Presentation of findings, e.g. collection of examples, visual material, written descriptions, oral discussion 1.3 Explain the processes of design □ Stages of the design process, e.g. research, analysis, from initial idea to finished concept development, design specification, testing ideas, product to include: sampling, production, presentation, evaluation  research □ Presenting research findings, e.g. sketchbook, research  interpretation of design brief sheets, digital media, visual, oral and written information

96 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 97 Issue 2 — September 2017 © Pearson Education Limited 2017

98 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 15: Knitwear and Hosiery Design and Make–Up

Unit reference number: Y/502/2282 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to expand learner knowledge and understanding of the technical skills and procedures required when designing knitwear and of the processes involved in the making up of knitwear, tights and socks, including the operation of machines.

Essential resources

Learners would need access to computer design hardware and software for computer aided design.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

MTP3, MTP4, MTP6, MTP8, MTP11, MTP13, MTP14, MTP18, MTP19, MTP20, MTP27, MTP28

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 99 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Analyse the factors and □ Trends and influences, e.g. lifestyle, films, theatre, music, process of design processes involved in design world events for knitwear and development for knitwear and □ Visual appreciation, e.g. fashion, architecture, vegetation, hosiery. hosiery. animal skins, photography, colours and textures

□ End uses, e.g. fashion, indoor/outerwear, sport /leisurewear, childrenswear, underwear, stockings and tights, socks □ Design specification and sample production: design specification, product dimensions, machine type and setting up procedures, manufacturing instructions, yarn types (S or Z twist, flat Continuous Filament (CF), textured Continuous Filament, core spun, long or short staple, fancy yarns), processed threads/yarns (mercerised cotton, gassed threads, polished threads), yarn counting systems (direct, indirect, estimating yarn counts, calculating for equivalent counts).

100 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

1.2 Explain how to research trends □ Interpretation: design brief, customer requirements, and develop design images. customer pricing structures and policies, fitness for purpose

□ Initial stages of development: line drawing/coloured sketch/visual interpretation (computer), selection of yarns and colours, story/themeboard, presentation to customer, design brief

1.3 Explain the steps involved in □ Production factors: machine type/method of production, producing a prototype design machine set-up, yarn type, knitting instructions, product and evaluating it. dimensions

□ Evaluation: viability, cost, production methods, customer requirements, fitness for purpose

1.4 Describe the components of a □ Design specification: customer requirements, sample product specification. specification □ Production specification: yarn type(s) and count, production requirements, making-up requirements, finishing requirements □ Calculation of production resource requirements: yarn type and availability, machine type and availability, machine changing and timings, amount of yarn per unit area, mass per unit area, production efficiency calculations, labour costs

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 101 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2 Understand the 2.1 Describe the process of □ Specification sheets and recording information principles and developing knitted garments and □ Calculating wales and courses per cm processes of products. developing knitted □ Machine utilisation, calculations and production sequence products. □ Cutting and weighing knitted fabric blanks □ Customer procedures and requirements

□ Costs sheets

2.2 Describe the processes involved □ Fabric design for weft knitted products: plain, rib, purl, in knitwear design development. interlock, held and tuck stitch, patterned, Jacquard, float, plated, loop transfer, inlay

□ Selection of yarns: count related to gauge, fancy effect yarns to enhance design □ Produce design ideas for development – sketches/drawings □ Production of machine drafts/technical working graphs for knitting machine programming □ Production of product specification □ Production of knitted shaped products ready for make-up or knitted fabric/garment blanks □ Cutting of patterns

102 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.3 Explain and demonstrate the use □ Computer design hardware: modems, scanners, draft of CAD – Computer Aided Design readers, eproms, card cutters, optical discs in the knitwear and hosiery □ Computer design software: discs, drawing, painting, image design process. manipulation, file formats, libraries □ Uses of CAD: input designs, adjust and amend designs, programme knitting machines, knit swatches, transfer image to CAM Computer Aided Manufacture (CAM) or mechanical systems, develop a commercial product. 2.4 Analyse two knitted fabrics of □ Fabric notations different construction and for □ Measurements each: □ Calculations  produce fabric notations  measure fabric parameters  carry out calculations

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 103 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Understand the 3.1 Describe product/garment □ Pattern cutting: tools and equipment used for pattern processes involved production sequences for the cutting, importance of accurate measurements, different in knitwear and following: cutting media, how to produce a basic block to sample size, knitted product cutting a basic knitwear pattern, style development, e.g.  fully fashioned/shaped manufacture. necks, sleeves and shoulder styles, gathers, tucks, pleat knitwear features, principles of seam allowance in making-up  cut and sew knitwear □ Grading and sizing: size charts, sizing for different agencies  whole garment knitting and/or customers, computer pattern grading and drafting, manual pattern grading, e.g. basic blocks and nests of  dress wear from piece goods grades, calculating grade increments. knitted fabric □ Garment/product construction: cutting room techniques, lay  underwear planning for optimum fabric usage, marker making,  fine gauge hosiery identifying cut/shaped garment pieces, handling knitted  coarse gauge hosiery fabrics and structures, interpreting working drawings and specification sheets, procedures for making up garments -  socks sewing, linking, mock linking, production methods, seam types and tolerances, presentation and finishing of garments/products - pressing, ironing, get-up. □ Quality control procedures for knitted products: monitoring procedures, e.g. quality checks, fabric variations, make-up faults, e.g. defective work/seconds/waste control, quality control production charts.

104 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Fully fashioned/shaped knitwear: style, e.g. man’s crew neck sweater - cable pattern; fibre/yarn, e.g. Botany wool; type of production, e.g. fully fashioned/shaped knitwear; method of production, e.g. straight bar knitting machine - fine gauge 21, 18; make up, e.g. mock linked. □ Cut and sew knitwear: style, fibre/yarn, e.g. acrylic/wool blend, type of production, e.g. cut and sew knitwear, method of production, e.g. V bed machine or circular garment length machine (5, 8 and 10 gauge), make up - cut and sew. □ Whole garment knitting: style, e.g. woman’s round neck jumper, fibre/yarn - 100% cashmere, type of production, e.g. integral knitting/shaped whole garment, method of production, e.g. V bed knitting (5, 8 and 10 gauge), make up, e.g. linking. □ Dresswear from piece goods knitted fabric: style, e.g. woman’s two piece suit, fibre/yarn, type of production, e.g. Jacquard patterned double jersey from a circular double cylinder knitting machine, make up, e.g. cut and sewn.

□ Underwear: style, e.g. woman’s vest, fibre/yarn, e.g. thermal wool, type of production, e.g. tubular light-weight fabric from a single cylinder circular knitting machine (small diameter), make up, cut and sewn. □ Fine gauge hosiery: style, e.g. women’s tights, fibre/yarn - 10 denier nylon with elastane, type of production, e.g. Individual legs knitted on single cylinder machines and toes closed

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 105 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Coarse gauge hosiery: style - patterned men’s socks, fibre/yarn, e.g. wool/nylon blend, type of production, e.g. individual items knitted on double cylinder machines, toes closed and socks paired.

□ Sewing/finishing machines: lockstitch, overlock, flatlock button hole/button sew/bartack, cup seam, line closing, toe closing.

□ Linking machines: point-to-point linking, mock linking, random linking. □ Miscellaneous/finishing operations: embroidery, hand operations, heat setting, pressing/boarding 3.2 Describe knitting machine □ Basic operating procedures: threading up machines, setting capabilities, characteristics and up machines, changing parts, e.g. needles/knitting mechanisms. elements, adjusting machine, setting stop motions, selecting and setting machines appropriate for fabric and product □ Preparation of yarn for knitting: winding, dressing □ Circular knitting machines –e.g. rib/purl, V bed and circular cut and sew knitwear links, Jacquards. □ Flat bed and V bed knitting machines – rib/purl– shaped/fully fashioned knitwear, e.g. links/links, Jacquards, intarsia, cable, racked ribs. □ Whole garment knitting: shaped whole garments, integral knitting □ Straight bar knitting machines: fully fashioned/shaped knitwear (plain, shaped, openwork) □ Knitting action for bearded needles, e.g. loop transfers for bearded needle knitting

106 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Fine and coarse gauge hosiery machines, e.g. tights, stockings and socks; plain, patterned, openwork □ Stitch effects – knitted texture and pattern: Jacquards (2, 3 and 4 colour patterns), intarsia – transfer stitch designs, e.g. Argyle checks, cable – design effects with two/three dimensional effects, racked ribs, e.g. variable rib effects formed by movement of one knitting bed against the other. □ The mechanisms of knitting machines: machine protection devices, machine drives, positive yarn feeding devices, fabric take down assemblies, needle selection systems, fabric quality systems, stop motions, computer controlled actions, mechanical control systems. 3.3 Produce calculations and □ Specification sheets

costings for 2 knitted products. □ Measurements of wales per cm and courses per cm □ Stitch density (SD) □ Weight of cut knitted fabric blanks or body lengths □ Amount of yarn per unit area □ Mass (wt) per unit area

□ Mass(wt) per running metre

□ Production efficiency calculations - costings, timings

□ Efficiency downtime calculations □ Percentage composition by length □ Customer requirements and pricing policy

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 107 Issue 2 — September 2017 © Pearson Education Limited 2017

108 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 16: Leading Teams within Textile Technologies

Unit reference number: A/502/2291 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to develop knowledge and awareness of effective team- leading methods and practices for potential team leaders within the textile industry.

This will include:  the main characteristics and styles of leadership  the importance and principles of team development  communication skills  monitoring systems used to enhance team and individual performance  the role of meetings within an organisation.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

TEX 21, MSC B5, MSC D5

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 109 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Explain the role of the team □ Team-leader role, e.g. managing staff, allocating work, team leadership leader. checking work, managing budgets, supporting staff role. (through training, mentoring, coaching), ensuring compliance with legislation. 1.2 Analyse the characteristics of □ Different leadership styles, e.g. authoritarian, participative, different leadership styles and delegatory, combination. approaches. □ Main characteristics of different leadership styles:  Authoritarian, e.g. directive, autocratic, dictatorial  Participative, e.g. working together, inclusive, influencing, supportive, joint decisions etc  Delegatory, e.g. based on trust, acknowledges team strengths  Combination, e.g. uses all three as appropriate etc 1.3 Analyse effective team-leader □ Team-leader communication procedures communication procedures. □ Methods of communication, e.g. email, phone, intranet, discussion, meetings, body language, group/one to one □ Effectiveness of communication procedures

110 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2 Understand the 2.1 Explain the importance of team □ Principles of team development importance and development for the business □ Importance of team development for the business, e.g. principles of team and the individual. clearly defined roles, increased productivity, effective use of development. resources (less waste), improved conflict management, satisfied workforce, improved personal/professional relationships. □ Importance of team development for staff, e.g. motivation, job satisfaction, clear understanding of job requirements, improved personal/professional relationships. 2.2 Evaluate the monitoring systems □ Monitoring systems used to enhance team and individual used in a chosen organisation to performance enhance team and individual □ Systems, e.g. monitoring cycle, appraisal, performance performance. measures, performance reviews, goals, action planning, target setting, review. □ Function of monitoring systems, e.g. to maximise performance, address underperformance, coaching, mentoring, training needs 3 Understand the 3.1 Analyse the types of meetings □ Types of meetings, e.g. design, production planning, role of meetings that a textile company holds, formal/informal within an looking at: □ Purpose of meeting, e.g. planning, reviewing, goal setting, organisation.  their purpose budgets  whether formal or informal □ Types of papers produced, e.g. agenda, minutes, data, plans (production, resources etc), spreadsheets (production  the types of papers are schedules, budgets etc), specifications, action plans. produced □ Effectiveness of meeting, e.g. clear roles and  the effectiveness of the responsibilities (chair, minute taker, attendees), ground meetings rules, parameters, focus, goals met, clear understanding of issues, efficient use of time.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 111 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3.2 Evaluate the communication □ Communication strategies needed by chairperson to achieve strategies needed by a the meeting’s objectives, e.g. clear agenda, clear set goals, chairperson to achieve the fielding questions and answers, managing conflict, agreeing meeting’s objectives. actions 3.3 Plan and conduct a production □ How to plan and conduct a production meeting, e.g. meeting. availability of key staff, setting agenda, organising papers/data, keeping to time frame, minutes, action plan 3.4 Review the effectiveness of the □ How to review effectiveness of a meeting e.g. outcomes meeting in relation to its against agenda, goals achieved, action agreed, clarity of objectives achieved. information

112 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 17: Leather Goods Manufacturing Techniques – Cutting, Sewing and Finishing Operations

Unit reference number: T/600/1806 Level: 2 Credit value: 4 Guided learning hours: 30

Unit aim

The aim of this unit is to provide knowledge and understanding of the processes involved in the production of leather goods.

This will include the following:  cutting techniques  sewing, trimming and finishing processes  identifying and dealing with faults.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Footwear and Leathergoods NOS:

LG3 and LG4

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 113 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria What needs to be taught

1 Know about 1.1 Describe the different types of □ Types of leather cutting techniques, e.g. hand cutting used different cutting cutting techniques used. for craftsmanship and tradition processes, die cutting used techniques and in mass production, automatic leather cutting for samples, their application. prototypes, flexibility, small quantities 1.2 Identify their application for specific □ Cutting specific materials, e.g. leather, fabric, coated fabric, materials (e.g. leather, fabrics). lining, PVC 2 Know about a 2.1 Describe the different types of □ Machines, e.g. flat bed, post bed, cylinder bed, single range of sewing sewing machines used in the needle, double needle machines and sewing and making up □ Machine attachments and tools, e.g. presser feet, specialist attachments. operations. needles, guides, punches, dies, edge beveller 2.2 Identify any extra equipment that may be used for specific operations. 3 Know about a 3.1 Describe the different finishing □ Finishing, e.g. sealing raw edges, attaching rivets, attaching range of finishing and trimming functions. in eyelets, attaching buckles, fasteners, wax/polish and trimming application functions. 4 Know what a 4.1 Explain the meaning of a □ Individual products made to customer specifications bespoke article is. bespoke article. 5 Know about limits 5.1 Describe the limits of tolerance □ Controlled use of materials, trimmings, consumables, time, of tolerance or or waste. e.g. faults threshold, lay planning, cutting, production time, waste. usage 5.2 Explain the production needs imposed limits.

114 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria What needs to be taught

6 Know about skills 6.1 Describe the different skills and □ Design, pattern making required competence required for each □ Cutting throughout the manufacturing process. manufacturing □ Lay planning process. □ Sewing □ Finishing 7 Be able to 7.1 Identify types of faults that may □ Faults in design, e.g. pattern, cut components, stitch, trim recognise possible occur at each process stage. and finish; Faults e.g. ill fitting components, marked, faults in the scuffed, shaded or damaged components, incorrect processes. assembly, faulty stitching, marked or holed item due to unpicking, incorrect or inappropriate trimming 8 Know about 8.1 Identify the reasons for □ Reason for faults, e.g. poorly cut components, specifications leather goods’ manufacturing faults. not followed, incorrect sewing processes, faulty machines, manufacturing poor quality materials, lack of skill faults. 8.2 Describe any actions that may □ Actions, e.g. judge level of fault (major or minor); act be taken with manufacturing appropriately, e.g. mend, re-cut, report faults.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 115 Issue 2 — September 2017 © Pearson Education Limited 2017

116 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 18: Leathers Used in the Manufacture of Leather Goods

Unit reference number: A/600/1791 Level: 2 Credit value: 4 Guided learning hours: 30

Unit aim

The aim of this unit is to provide knowledge and awareness of the various types of leather used in the production of leather goods.

This will include:  leather types  leather defects  leather applications.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Footwear and Leathergoods NOS:

L1 and L2

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 117 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about the 1.1 Describe the various types of □ Leather types, e.g. full grain, corrected grain, top grain, various types of leathers used in the manufacture split leathers used in of leather goods. □ Leather finishes, e.g. printed, aniline, suede, nubuck, foiled, the manufacture of oiled and waxed leather goods. □ Raw material types, e.g. cow, calf, goat, kid, pig □ Tanning methods, e.g. chrome, vegetable, synthetic 2 Know how to use 2.1 Describe the type of leather □ Features and limitations of leathers each type of goods that each type of leather □ Applications of leather, e.g. footwear, saddles, watch leather. may be used for. straps, suitcases, handbags, accessories 3 Know about 3.1 Identify the reasons for leather □ Major defects, natural and processed; defects, e.g. holes, leather faults. faults. scarred, shaded, scuffed, marked □ Incorrect leather application □ Incorrect finish 3.2 Describe any actions that may □ Actions, e.g. careful cutting, skiving, splitting, re-dye be taken with leather faults. □ Features and limitations of leather in relation to the final product

118 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 19: Maintain Quality Standards in Apparel, Footwear, Leather or Textile Production

Unit reference number: F/600/1727 Level: 2 Credit value: 3 Guided learning hours: 30

Unit aim

The aim of this unit is to provide knowledge and awareness of the quality standards learners will be expected to meet and how to monitor and maintain the level of quality required.

This will include:  company quality standards  recognising and processing sub-standard work  processes used to monitor and maintain quality standards.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Sewn Products NOS:

MSP2

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 119 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about their 1.1 Describe the quality standard □ Quality standard, e.g. the standard of work expected; company’s quality expected by their company for standard, e.g. manufacturing standard, process, technique, standards. their chosen operation. tolerance, finish □ What needs to be monitored, e.g. measurements, weights, finish, tolerances, quantities. 2 Be able to 2.1 Identify non-standard work from □ Non-standard work, e.g. work that does not meet the recognise non- the previous operation. quality standards; faults, e.g. inconsistent, does not meet standard work. specifications, shoddy, incorrect finish. □ Quality standard expected from previous operation, e.g. faults that may be received from previous operation. 3 Be able to assess 3.1 Recognise the possibility of □ Recognise acceptable and unacceptable work non-standard work continuing with non-standard □ The effect of continuing with unacceptable work on current for improvements. work. operations, further operations and future business, e.g. stop or slow production, loss of orders 4 Know about 4.1 Describe what adjustments may □ Different processes involved in the operation methods for be made to the process to □ Equipment or tools needed to complete the operation to the improving work maintain the quality of work required standard quality. being done. □ Improve work quality, e.g. techniques, needle change, use of attachments

120 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria What needs to be taught

5 Know about 5.1 Explain the procedure for dealing □ When to report faulty work procedures for with rejected work produced. □ Responsibility for dealing with faulty work rejected work. □ Relevant documentation 6 Know about a 6.1 Describe the system for □ The required quality standards departmental monitoring quality for a chosen □ Ongoing monitoring, e.g. quality measurements, tolerances, quality monitoring department. quantities system. □ Final quality control checks □ Quality tracking documentation

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 121 Issue 2 — September 2017 © Pearson Education Limited 2017

122 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 20: Manage Information for Action within the Apparel, Footwear or Leather Industry

Unit reference number: T/601/7861 Level: 3 Credit value: 8 Guided learning hours: 50

Unit aim

This unit will enable learners to understand the efficient management of information within a given area of responsibility. It covers the gathering of information needed, providing the information needed by a team leader, advice to others and the holding of meetings. This will include:  knowing how to locate and research information appropriate to a range of different situations  understanding the importance of accurate and clear information for team leaders  being able to communicate information accurately and professionally using a range of different processes and techniques  knowing how to chair meetings professionally and record minutes accurately  being able to produce an analytical report on the conduct of a meeting and how this can be used to improve performance.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS) This unit links to the following Apparel Manufacturing Techniques NOS:

B6 Provide leadership in your area of responsibility D2 Develop productive working relationships with colleagues and stakeholders F3 Manage business processes F12 Improve organisational performance

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 123 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 For a given situation, detail the □ Personnel who need to be involved importance to a information that would need to □ Sources from which to gather the relevant information team leader of be gathered before any action is gathering all types taken. This should include: □ Type of information to be presented of valid information.  location □ Information; relevant to the situation; extraneous  type □ Information can be secured; special permissions are gained well in advance  validity □ Where there is difficulty obtaining information; measures to  any problems envisaged in put in place at an early stage of the planning to overcome obtaining documentation this □ Information gathered is up to date, e.g. the latest statistics, legislation, sales figures, market performance, customer feedback.

124 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria What needs to be taught

2 Understand the 2.1 Demonstrate to employees the □ Face-to-face communications, e.g. use of body language, importance of principles involved in effective tone of voice, language used effectively communication to be used in a communicating the workplace (shopfloor or office). □ Correct procedures for lines of communication, e.g. who types of gets information first information and □ Who has to approve information before it is given out advice which other people may □ Communication for emailing, memos, telephone require. conversations, letters □ How to make communication clear and directed at the issue in hand □ Points which can confuse information □ Personnel communicate according to company guidelines □ Organisational code of ethics, culture and value □ Consequences of using unacceptable methods and styles of communication 3 Understand the 3.1 Set up, organise and chair a □ Resources needed for meetings factors to be meeting. □ Meeting plans which include all areas to be discussed considered when organising, leading □ Checking meeting plan and requirements with line and recording the managers or other relevant parties outcomes of □ Checking meeting rooms beforehand to make sure meetings. everything required is in place and presentation equipment is working □ Ensuring the meeting is arranged according to company policy and procedures □ Protocol for chairing meetings, including how to ensure that everyone at the meeting participates.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 125 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria What needs to be taught

3.2 Produce details of the meeting, □ Ensuring all relevant personnel are invited in advance including: □ Following up non-acceptances for meetings; ensuring  notice of meeting ‘apologies for absence’ are noted on the agenda  agenda □ Agenda with timing for each item if appropriate; circulated  minutes prior to the meeting  actions □ Ensuring that requests for ‘any other business’ are added to agendas prior to meetings □ Minutes; taken down by hand; transfer to electronic versions immediately following meetings □ Checking minutes before circulating to all relevant parties □ Ensuring that actions noted on the minutes are exactly as stated at the meeting. 3.3 Produce a critical self-appraisal □ Plan, noting exactly the preferred format as to the choice of the leadership style used and the effectiveness □ Appraisals are fair, honest and accurate of the meeting. □ Weaknesses perceived in the leadership style; other aspects of the meeting; how these can be improved. □ Success; mapping the points on the agenda to the proposed actions; have all agenda items been met? □ Success; people participating; conduct of meetings; chairing of meetings; inclusiveness; behaviour; performance of presenters □ Sum up and make suggestions for future improvements. □ Organisation’s structure, values and culture

126 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 21: Manage Information for Action within the Textile Industry

Unit reference number: K/502/6403 Level: 3 Credit value: 8 Guided learning hours: 50

Unit aim

This unit will enable the learner to understand the efficient management of information within a given area of responsibility. It covers the gathering of information needed, providing information needed by a team leader, advice to others and the holding of meetings.

This will include:  the importance of gathering and managing information  effectively communicating information and advice  organising and leading effective meetings.

Essential resources

For this unit, learners will need access to a real work environment.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Production NOS:

MSC B5, MSC D2

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 127 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 For any given situation, detail □ Information gathering importance to a the information that would need □ Information for a reason team leader of to be gathered before any action gathering all types is taken. This should include: □ Different sources of information.  the location □ Gathering strategies  type □ Identifying the problem  validity □ Search areas  any problems envisaged in □ Planning searches obtaining the documentation. □ Adapting methods □ Carrying out searches 2 Understand the 2.1 Demonstrate to employees the □ Keeping accurate records of any issues, e.g. complete importance of principles involved in effective forms, reports effectively communication to be used in a □ The importance of clear communication communicating the workplace (shopfloor or office). types of □ Recognising and respecting the roles and responsibilities of information and colleagues. advice which other □ Expressive skills people may require. □ Language skills □ Remedying misunderstandings □ Different communication methods for a variety of situations

128 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Presentation skills □ Visual communication, e.g. signs, posters, displays □ Verbal and written communication □ Different methods of written communication and identifying appropriate/inappropriate use 3 Understand the 3.1 Set up, organise and chair a □ Purpose of meetings factors to be meeting. □ Planning and receiving items for an agenda considered when organising, leading □ Contact lists, inviting attendees and recording □ Prioritising objectives and planning meeting to make best outcomes of use of time and resources meetings. □ SMART targets (specific, measurable achievable, realistic and time-bound) □ Chairing, e.g. impartiality, assertiveness, staying on course, summarizing; use of eye contact, non-verbal communication. 3.2 Produce details of the meeting, □ Complying with workplace guidelines on the use of including: electronic media, confidentiality, data protection  notice of meeting □ Using written documentation, e.g. memos, minutes of meetings, papers, complete forms, reports and other  agenda documentation following organisational guidelines  minutes □ Formulating clear actions and assigning members to agreed  actions tasks □ Circulation lists □ Confidentiality

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 129 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3.3 Produce a critical self-appraisal □ Basic leadership styles and skills required, e.g. impartiality, as to the choice of the leadership assertiveness style used and the effectiveness □ Own strengths and limitations of the meeting. □ Gaps in knowledge between current and future requirements of role □ Reflecting on experiences to inform future actions □ Analysing, evaluating and presenting information □ Feedback on professional development from senior managers.

130 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 22: Managing Customer Relations within the Apparel, Footwear or Leather Industry

Unit reference number: T/601/7858 Level: 3 Credit value: 8 Guided learning hours: 50

Unit aim

This unit will enable learners to understand the different ways in which customers need to be handled within the working environment. The unit will cover all types of customer from trade to retail and in face-to-face situations, as well as remotely.

This will include:  understanding the law in relation to buyers’ rights and other aspects of retail activity  knowing how to communicate effectively and professionally with customers in different situations  being able to confidently make presentations on the range of products and services that the company offers in a supportive and clear manner  knowing how to respond to customers in a range of different situations and how to employ strategies for dealing with any difficulties which may arise  being able to complete sales with different customers using the appropriate approaches, techniques and procedures.

Essential resources

For this unit, learners need access to appropriate computer software for the production of a range of promotional items.

Mapping to National Occupational Standards (NOS)

This unit links to the following Footwear and Leathergoods NOS:

F3 Manage business processes Unit 25 Organise the delivery of reliable customer service Unit 32 Monitor and solve customer service problems.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 131 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know the legal 1.1 Describe the legal requirements □ Buyers’ rights requirements and and related acts in respect of related acts in sales. □ Consequences of misselling of goods respect of sales. □ Complying with legislation and regulations 2 Be able to respond 2.1 Respond to customer enquiries □ How communication with customers contributes towards to customer by telephone and in person. improving customer service enquiries by telephone and in □ The best methods of communication to meet their person. customers’ expectations □ Consumer behaviour relating to different company products □ How to negotiate and agree solutions with customers which satisfy customers and are acceptable to the organisation □ How to use persuasive language and modulate the voice on the telephone to aid customer satisfaction 3 Be able to deal 3.1 Demonstrate how to □ How communication can be adapted in response to with customers communicate with customers individual customer feelings face-to-face. face-to-face. □ How customer experience is influenced by the way service is delivered □ How to ‘read’ a customer through attitude, body language, tone of voice, approach and deal with this accordingly. □ How to be pleasant, approachable and professional □ How to react to customers in terms of: tone of voice, assertiveness and deflecting problematic situations

132 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4 Know the products 4.1 Identify the products and □ Importance of having reliable and fast information for and services that services that their company customers and the organisation are on offer across offers. the business. □ Describing and presenting the products and services accurately and supportively □ Dishonesty regarding products and services □ Be clear, accurate and enthusiastic when describing products and services 5 Be able to conduct 5.1 Plan and carry out a □ Using appropriate presentation methods and technology presentations of presentation of products to a products to clients. peer group. □ Making presentations interesting and professional □ Addressing audiences □ Handouts listing key aspects of presentations □ Roles and responsibilities of others in the organisations; knowing job titles and names □ Goals or targets of organisations; the impact on customer service □ How teamwork affects customer service performance. □ How organisations identify improvements in customer service 5.2 Respond to customer questions □ Responding appropriately to customers when customers concerning products. make adverse/complimentary comments about products or services □ Recognising opportunities to exceed customer expectations □ How to negotiate effectively with customers □ Recording advice given to customers and the subsequent response in case of further questions

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 133 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

6 Know how to deal 6.1 Identify strategies which may be □ Monitoring whether action taken improves the service given with used when dealing with difficult to customers customer/client customers making complaints complaints. about the products and service □ How to keep customers informed of the actions being taken the company offers. □ Monitoring changes in strategies and adjusting them if appropriate □ How to keep managers and colleagues informed of steps being taken to solve specific customer problems □ How customers’ expectations can be consistently met □ Explaining to customers sensitively and positively when the customers’ expectations cannot be met □ How alternatives could be offered to meet customer requirements □ Organisational procedures for unexpected situations and own role relating to these □ How to calm and deflect possible problematic situations 7 Be able to carry 7.1 Conduct a complete sale to a □ Understanding and logging each component part of the sale out a complete range of customers. For each □ How different types of customer expect different treatment sale to a range of sale: customers. and respond positively to this  prepare a breakdown of the □ How sales service could be improved selling techniques used □ How to improve the reliability of service based on customer  explain how it was modified comments during the sale process according to the type of customer. □ Recording and storing customer service information accurately following organisational guidelines □ Supplying accurate customer service information to others using the most appropriate method of communication for future sales

134 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Organisational procedures and systems for recording, storing, retrieving and supplying customer service and sales information □ How successful sales and customer satisfaction contributes to customer loyalty to the company and product or service □ Constructive ideas for improving sales service

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 135 Issue 2 — September 2017 © Pearson Education Limited 2017

136 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 23: Managing Health and Safety and Employment Rights and Responsibilities within the Apparel, Footwear or Leather Industry

Unit reference number: J/601/7833 Level: 3 Credit value: 7 Guided learning hours: 40

Unit aim

The aim of this unit is to provide knowledge and awareness of employment legislation and organisational health and safety regulations.

This will include:  individual employment rights and guidance  the Health and Safety at Work Act 1974  handle, storage and use of hazardous substances (e.g. COSHH).

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following NOS:

MSP HS1 Health, safety and security at work MSP1 Look after the work area F3 Manage business processes HSS6 Conduct a health and safety risk assessment of a workplace.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 137 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 For a business in their chosen □ General health and safety legislation, e.g. Health and Safety health and safety sector, state the health and at Work Act 1974 requirements for a safety requirements of □ Organisational health and safety regulations (internal rules business in their employers, as required by law. and regulations) chosen sector. □ Impact of legislation on activities and production within the workplace 1.2 State the health and safety □ Individual roles and responsibilities (own, colleague’s, responsibilities of employees at supervisor’s, line manager’s) each level within the business as □ Health and safety considerations related to functions and required by law. activities carried out 1.3 Report how the business □ Health and safety management systems within the manages its obligations to meet organisation, e.g. COSHH, RIDDOR current health and safety □ Initiatives put in place to ensure health and safety legislation. requirements are met throughout the organisation, e.g. safety equipment, PPE, documentation, records

138 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2 Be able to carry 2.1 Carry out a risk assessment: □ Existing and potential hazards and risks, e.g. resources, out a risk staff requirements, workload  using appropriate assessment. documentation □ Rank and severity of hazards  identifying and recording □ Methods of minimising risks, e.g. staff training, organisation hazards of workstations and equipment, problem solving techniques  ranking hazards identified □ Records and relevant documentation  making recommendations to remove or minimize risk 2.2 Carry out an assessment for □ COSHH legislation COSHH purposes: □ COSHH assessment procedure  using appropriate □ Implementation methods and procedures, e.g. methods of documentation minimising/removing risks, problem-solving techniques  making recommendations to □ Recording risks and relevant documentation remove or minimise risk 3 Understand the 3.1 Describe: □ Organisational structure, e.g. management structure, career progression departments, teams  the structure and routes available organisation of the business □ Potential progression routes within a business in their chosen  the main job roles in the □ Job roles and responsibilities within the organisation sector. business  careers paths available

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 139 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4 Know about their 4.1 Describe their statutory rights in □ Statutory rights appropriate to individual employee statutory rights in relation to: (employment law, contracts of employment, sick pay, employment. working time regulations, holiday entitlement, maternal and  employment law paternal leave, data protection)  contracts of employment □ Individual employee’s contract  sick pay □ Information sources (internal and external), e.g. human  Work Time Regulations resources, manuals, internet sources  holiday entitlement  maternal and paternal leave  data protection 5 Know about the 5.1 Describe the standards of □ Codes of conduct (organisational values, standards, codes expectations and acceptable behaviour in the of behaviour) relevant business. □ Diversity standards (disability, orientation, race) procedures in a business in their 5.2 Explain the consequences of not □ Effects on productivity (product, colleagues and business) chosen sector. meeting that standard. □ Internal procedures, e.g. warnings

140 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

5.3 Describe relevant procedures □ Disciplinary procedures (verbal, written, final warnings) within the business to include: □ Grievance procedures (who, when and how to report  performance management grievances)  disciplinary procedures □ Other procedures, e.g. mediation, arbitration, counselling  grievance procedures □ Employment tribunals □ Performance management, e.g. appraisals, objective review 6 Know how to 6.1 Know where to access □ Location of procedure manuals obtain further information and advice □ Departments/staff responsible for work employment issues information about concerning employment. employment □ Online/external sources, e.g. UK government, Acas, Citizens issues. Advice Bureau 6.2 Describe the role of trade unions □ Trade unions relevant to the fashions and textiles in the work place, supporting industries, e.g. KFAT, UNITE, TGWU and advising employees. □ Roles of trade unions, e.g. protect interests of employees □ Trade union services, e.g. legal assistance, advice and information, negotiation, support, training resources

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 141 Issue 2 — September 2017 © Pearson Education Limited 2017

142 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 24: Managing Health and Safety and Employment Rights and Responsibilities within the Textile Industry

Unit reference number: H/502/6299 Level: 3 Credit value: 7 Guided learning hours: 40

Unit aim

The aim of this unit is to provide knowledge and awareness of health and safety legislation, policies, procedures and the principles of employee rights and responsibilities within the textile industry.

This will include:  legal responsibilities of employers and employees with regard to health and safety in the textile sector  implications of current legislation  responsibilities in the place of work relating to health and safety  employment law and statutory rights  procedures and documentation within the organisation  textile industry representative bodies.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the Manufacturing Textile Products NOS

HS1 Health, safety and security at work.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 143 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria What needs to be taught

1 Understand the 1.1 For a business in their chosen □ Legal requirements health and safety sector, state the health and requirements for safety requirements of □ Health and safety responsibilities of employers; main the textile sector. employers, as required by principles and facts of health and safety legislation, e.g. current law. Health and Safety at Work Act 1974, Controls of Substances Hazardous to Health (COSHH), Personal Protective Equipment (PPE) Regulations, Manual Handling Regulations □ Other considerations, e.g. organisation’s rules, codes, guidelines and standards relating to health, safety 1.2 State the health and safety □ Legal requirements responsibilities of employees at each level within the business as □ Company procedures required by law. □ Emergency procedures □ Recording and reporting incidents, e.g. fire, accidents □ Control of risks □ Dealing with hazardous substances □ Correct ways of lifting and handling heavy loads □ Personal protective equipment □ Record and report incidents, e.g. fire, accidents □ Limitations of own job role

144 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria What needs to be taught

1.3 Report how the business □ Training and induction of staff manages its obligations to meet □ Published company procedures current health and safety legislation. □ Control of risks □ Dealing with hazardous substances □ Provision of PPE □ Correct maintenance (expiry dates, damage, cleaning, storage, disposal) □ Planned maintenance schedules □ Health and safety representatives (named persons) □ Routine health and safety checks □ Health and safety audits 2 Be able to carry 2.1 Carry out a risk assessment: □ How to carry out risk assessments related to work in the out a risk  using appropriate textile sector assessment within documentation the textile sector. □ Identifying and ranking hazards  identifying and recording □ Completing appropriate documentation hazards □ How to minimise or remove risks  ranking hazards identified □ Suppliers’ safety instructions (machines, tools, equipment,  making recommendations to substances used in job role), data sheets remove or minimise risk 2.2 Carry out assessment for COSHH □ How to carry out assessment for COSHH purposes purposes: □ Relevant COSHH guidelines for hazardous substances used  using appropriate in textile manufacture documentation □ Correct use of hazardous substances (following  making recommendations to manufacturers’ instructions, company procedures) remove or minimise risk □ Completion of COSHH assessment documentation □ Recommendations to remove or minimise risk

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 145 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria What needs to be taught

3 Understand the 3.1 Describe: □ Structure and organisation of the business career progression  the structure and □ Main job roles, including designer, technician, machine routes available organisation of the business operator, winder, beamer, weaver, finisher, quality control, within the textile supervisor, team leader, production manager sector.  the main job roles in the business □ Future prospects, e.g. career paths, progression routes, training opportunities  career paths available 4 Know about your 4.1 Describe their current statutory □ Statutory rights statutory rights in rights in relation to: □ Current employment legislation employment.  employment law □ Contract of employment, e.g. terms and conditions, hours,  contracts of employment pay rate, holiday entitlement, format of contract, sick pay, maternal/paternal leave  sick pay □ Current anti-discrimination legislation, e.g. gender, race,  Working Time Regulations religion, disability, age, data protection, grievance  holiday entitlement procedures  maternal and paternal leave  data protection

146 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria What needs to be taught

5 Know about the 5.1 Describe the standards of □ Company procedures, e.g. punctuality, absenteeism expectations and acceptable behaviour in the □ Employee responsibilities, e.g. compliance with health & relevant business. safety; use of PPE, e.g. gloves, footwear, headwear, procedures in the respiratory protection, eye/face protection, ear protection textile sector. 5.2 Explain the consequences of not □ Consequences of not meeting required standard, e.g. meeting that standard. disciplinary (warning, formal/informal) 5.3 Describe relevant procedures □ Organisational procedures including performance within the business to include: management (appraisal, observation), disciplinary procedures (warnings, formal/informal), grievance  performance management procedures  disciplinary procedures  grievance procedures 6 Know how to 6.1 Know where to access □ Employment procedures within the organisation obtain further information and advice □ Employment documentation, e.g. job descriptions, information about concerning employment. appraisals, company policy and procedures, health and employment safety issues. □ Location of employment information, e.g. HR department; organisation’s website/intranet, noticeboards, staff handbook 6.2 Describe the role of Trade □ Trade unions in the textile industry, e.g. UNITE, UNISON, Unions in the work place, UKFT (UK Fashion & Textiles Association) supporting and advising □ Protecting interests of employees employees. □ Negotiating with management □ Providing legal assistance

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 147 Issue 2 — September 2017 © Pearson Education Limited 2017

148 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 25: Managing Own Relationships within Textile Production

Unit reference number: M/502/6399 Level: 3 Credit value: 9 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of how to effectively manage own relationships within areas of textile production to fulfil the aims of the organisation.

This will include:  the main principles of effective communication  establishing and maintaining working relationships with colleagues  responsibilities in the workplace of work relating to achieving company objectives  decision making and managing objectives and activities  the role of professional development.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following NOS:

B6 Provide leadership in your area of responsibility D2 Develop productive working relationships with colleagues and stakeholders A2 (SK1) Manage your own resources and professional development.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 149 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand how to 1.1 Demonstrate the benefits of □ Recognising and respecting the roles and responsibilities of communicate with effective communication in the colleagues. their colleagues workplace, which may include: □ Communication needs of colleagues within the  verbal workplace. □ Analysing, evaluating and presenting information  non-verbal □ Complying with written and aural instruction  internal media □ Giving and receiving feedback (verbal and non-verbal)  external media □ Using written documentation, e.g. memos, minutes of meetings, papers, complete forms, reports and other documentation following organisational guidelines □ Keeping accurate records □ Complying with workplace guidelines on the use of electronic media, confidentiality, data protection □ Networking □ Reporting problems outside area of responsibility to the appropriate person 2 Be able to 2.1 Discuss and deal with problems □ Expectations of own job role in contributing to maintaining minimise as they arise to minimise the security and safety of the workplace disruption in the disruption in the workplace. □ Company procedures, e.g. absence, rest breaks workplace and deal maternity/paternity leave, flexible working, holiday and with any problems. shift rotas, disciplinary, grievance □ Emergency procedures

150 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Hazards and emergencies in the workplace and how to deal with them □ Standards and expectations of behaviour and performance □ Potential issues and the techniques that can be used to manage or remove them , e.g. strategies to deal with difficult people, techniques for sorting disagreements out; consultation activities, e.g. key decisions and activities, change, priorities, expectations and attitudes to potential risks □ Keeping accurate records of any issues, e.g. complete forms, reports □ Negotiating with management, referring disruption to line managers or others □ Importance of clear communication 3 Understand the 3.1 Provide evidence of workplace □ How own role fits within the overall vision and objectives of role of an organisation that demonstrates the organisation individual in their own responsibility for □ Requirements of work roles, including the limits of fulfilling the aims maintaining health, safe and responsibilities of an organisation. productive work conditions that comply with company □ Awareness of main principles and facts of health and safety procedures. legislation, e.g. Health and Safety at Work Act 1974 and amendments, Management of Health and Safety at Work 1993, 2006) □ Achieving health and safety objectives and when to report problems outside area of responsibility to the appropriate person, e.g. fire warden, first aider, health and safety manager, HR, line manager

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 151 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4 Be able to 4.1 Provide examples of own CPD □ Career and personal goals; information which is relevant to undertake and action plan to achieve work roles; professional development professional self objectives. □ Gaps in knowledge between current and future development. requirements of roles □ Access to information and training resources □ SMART targets (specific, measurable achievable, realistic and time-bound) 4.2 Discuss and verify action plan □ Discussing and agreeing objectives with a senior manager. □ How to measure progress □ Feedback on professional development from senior managers 5 Be able to make 5.1 Produce a document detailing a □ Prioritising objectives and planning work to make best use decisions, manage typical working week, to show of own time and resources their objectives evidence of effective time □ Own strengths and limitations and use alternative strategies and activities management. This may include to minimise the impact of limitations efficiently. reference to: □ Consulting with colleagues  agreeing and prioritising own objectives □ Delegating responsibility where appropriate; principles and methods of delegation  planning own time □ Reflecting on experiences to inform future actions  decision making □ Reporting problems outside area of responsibility to the  rescheduling own activities appropriate person as appropriate □ Documentation, e.g. reflective journal; electronic, paper 6 Be able to manage 6.1 Manage and maintain their □ Resources, e.g. personnel, stock control, equipment their resources in resources in the workplace. □ Maintain, e.g. day-to-day planning, delegation of resources, the workplace. forward planning, future predictions, financial budgets

152 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 26: Managing Own Working Relationships within the Apparel, Footwear or Leather Production Industry

Unit reference number: H/601/7838 Level: 3 Credit value: 9 Guided learning hours: 60

Unit aim The aim of this unit is to provide knowledge and awareness of how to manage personal time and relationships whilst at work.

This will include:  dealing with colleagues  understanding individual roles within the organisation  team working.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS) This unit links to the following NOS:

B6 Provide leadership in your area of responsibility D2 Develop productive working relationships with colleagues and stakeholders A2 (SK1) Manage your own resources and professional development

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 153 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand how to 1.1 Demonstrate the benefits of □ Effective communication (methods of communicating, communicate with effective communication in the protocol, reporting structures) their colleagues workplace, which may include: □ Importance of respecting colleagues and managers, e.g. within the  verbal positive affect of good communication on teamwork workplace.  non-verbal □ Benefits of keeping accurate written records  internal media  external media 2 Be able to 2.1 Discuss and deal with problems □ Deal with problems effectively, e.g. raising issues in a minimise as they arise to minimise timely and objective manner, record incidents, problem disruption in the disruption in the workplace. solving workplace and deal □ Lines of responsibility and how to escalate issues, e.g. with any problems. reporting structures, company procedures 3 Understand the 3.1 Provide evidence of workplace □ Organisational rules, regulations and procedure role of an organisation that demonstrates □ Organisational aims and objectives individual in their own responsibility for fulfilling the aims maintaining health, safe and □ Individual’s role and responsibility linked to organisational of an organisation. productive work conditions that rules, procedures, aims and objectives comply with company procedures. 4 Be able to 4.1 Provide examples of own CPD □ Potential progression routes undertake and action plan to achieve □ Skills requirements, training and provision professional self- objectives. development. □ Benefit of self-development (both to individual and company)

154 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4.2 Discuss and verify action plan □ Objective setting with line manager/supervisor with a senior manager. □ Keeping a record of objectives, deadlines and progress □ Self-assessment techniques 5 Be able to make 5.1 Produce a document detailing a □ Evidence of efficient time management, e.g. objective decisions, manage typical working week, to show setting, agreed objective, time management techniques, their objectives evidence of effective time time and motion studies, clear documentation, accurate and activities management. This may include records, prioritising tasks, time estimations efficiently. reference to:  agreeing and prioritising own objectives  planning own time  decision making  rescheduling own activities as appropriate 6 Be able to manage 6.1 Manage and maintain their □ Managing resources (identifying and utilising resources their resources in resources in the workplace. effectively), e.g. organising workplace, organising activities the workplace. and time, relevant health and safety considerations □ Benefit of being organised

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 155 Issue 2 — September 2017 © Pearson Education Limited 2017

156 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 27: Managing Quality Standards within Apparel, Footwear or Leather Production

Unit reference number: Y/601/7836 Level: 3 Credit value: 7 Guided learning hours: 40

Unit aim

The aim of this unit is to provide knowledge and awareness of quality control processes.

This will include:  production quality control procedures  quality standards and specifications  defective work; reasons for manufacture and corrective actions  effective communication

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS) This unit links to the following Manufacturing Sewn Products NOS:

MSP2 Maintain the quality of production MSP7 Support the quality of production

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 157 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know the quality 1.1 State the quality requirements □ Quality requirements, e.g. specifications, tolerances requirements and laid down by a company for the □ Quality standards, e.g. ISO standards, internal quality specifications laid product it sells. standards linked to production techniques, look, finish, down by a presentation company for its product. 1.2 Produce a quality specification □ Quality specifications (product terminology, technical for a product within the learner’s information, numerical accuracy) chosen sector. □ Appropriate product detail, e.g. characteristics, size, colour, components, tolerances production techniques required 2 Know how to 2.1 For the chosen product (1.2 □ Types of faults, e.g. fabric, stitching/joining, colour, ensure any above), identify: uniformity, size required changes  any defects which may occur □ Reasons for defective products, e.g. designed-in defects, to the product are at different stages of raw material defects, manufactured defects actioned. production □ Remedial actions, e.g. disassembly, re-making, re-working  how they may be caused □ Quality control measurements for comparison to  possible actions to rectify the specification fault or will it have to be □ Decision making to determine rejects rejected 2.2 Explain how that information □ Verbal communication, e.g. reports, team meetings, one to would be passed onto the one discussions, e.g. shift changeover appropriate person. □ Written communication, e.g. tracking forms, work tickets, documentation

158 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Understand 3.1 Describe a company’s methods □ Quality control and assurance systems, e.g. internal product quality of implementing quality control, checking, reviews, internal systems, ISO systems, control systems. to include: documentation  areas of responsibility □ Staff training and individual responsibility for quality control  examples of documentation □ Statistical analysis techniques to track changes in quality  recording and analysing information as a way of identifying problem areas

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 159 Issue 2 — September 2017 © Pearson Education Limited 2017

160 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 28: Managing Quality Standards: Textile Production

Unit reference number: D/502/2266 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of the management of quality standards in textile production.

This will include:  the main requirements and functions of quality control systems  testing textile products to quality standards  common causes of non-standard or reject work and appropriate remedial action  company procedures for quality monitoring.

Essential resources

For this unit, learners need access to appropriate equipment

Mapping to National Occupational Standards (NOS):

This unit links to the following Manufacturing Textile Products NOS:

TEX 21, TEX27, TEX28, TEX35

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 161 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Explain quality management □ Quality management systems and relevant procedures requirements of systems and relevant □ Features of quality control systems including regular quality quality control procedures. checks at each stage, e.g. fibres, yarns, fabrics, identifying systems. faults, testing and monitoring quality, accuracy, fitness-for- purpose, matching against design specification □ Other considerations, e.g. target market, customer satisfaction, company profit 1.2 Interpret and apply relevant □ Relevant Quality Standards Quality Standards. □ Interpretation and application of Quality Standards 1.3 Explain a company’s methods of □ Company methods of monitoring quality product or process monitoring product or process and taking corrective action quality and taking corrective □ Identification of critical control points (CCPs) action. □ Tests on raw materials, e.g. checks on width, colour, weight, fibre content □ Fabric tests, e.g. for colour fastness, strength, durability, crease-resistance, stretch, shrinkage, water-repellency □ Samples and prototypes

162 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Production processes, e.g. regular checks against design/manufacturing specification □ Common causes of non-standard or reject work and appropriate remedial action that may be taken □ Company procedures for recording information and dealing with rejects 2 Know about quality 2.1 Explain the reasons for □ Reasons for performing quality tests, e.g. to ensure that testing. performing quality tests. products are fault-free and cost effective, that they meet the needs of target market, fitness for purpose, quality of design and manufacture etc □ Quality assurance in textile manufacture, e.g. materials suitable for end-use, match to specifications, meet performance requirements, manufactured by safe production methods, made within budget limits, are safe for the environment. 2.2 Identify standard test methods. □ Standard test methods, e.g. testing against specifications □ Type of tests, e.g. measuring, weighing, visual analysis, technical analysis etc □ Fibre tests, e.g. length, diameter, regain etc □ Yarn tests for uniform thickness and other characteristics, e.g. mean variation, count or linear density, ply, dye weight, moisture or regain, winding speed etc □ Checks on fabric pieces, e.g. for defects, mass or unit area, thread density, dimensional change, pilling, abrasion, tensile, crease resistance etc □ Tests for the fastness of finishes and colours to various conditions

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 163 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Know how to 3.1 Calibrate equipment for testing. □ How to calibrate equipment for testing perform quality □ Appropriate tools and how to use them tests. 3.2 Select appropriate textile □ Prepare samples and perform quality control tests including products, prepare samples and fibre tests, e.g. I.D and regain, diameter, length, yarn tests, perform the following tests e.g. count, twist and strength, fabric tests, e.g. fabric safely: analysis, tensile, pilling, abrasion, crease resistance, colour fastness  fibre I.D and regain tests □ Safe use of tools and equipment  fibre diameter and fibre length tests  yarn tests – count, twist and strength  fabric tests – fabric analysis  tensile, pilling, abrasion, crease resistance and colour fastness tests 3.3 Identify test methods for □ Test methods for flammability flammability. □ Definition of flame resistance 3.4 Record and analyse test results. □ Standard documentation for recording and analysing test results □ Ways of communicating information with others

164 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 29: Manufacturing Footwear Techniques – Lasting and Making

Unit reference number: K/600/1740 Level: 2 Credit value: 4 Guided learning hours: 30

Unit aim

The aim of this unit is to provide knowledge and understanding of footwear manufacturing techniques.

This will include:  lasting and making processes  finishing and dispatch.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Footwear and Leathergoods NOS:

Unit FL4

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 165 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about the 1.1 Choose a familiar product and □ Production processes involved in footwear manufacturing footwear identify the processes involved □ Lasting, e.g. moulding the uppers into their final shape on a manufacturing in its production from the closed ‘last’ processes. upper stage to the finished product. □ Making, e.g. attaching the soles with adhesive or stitching □ Finishing, e.g. fitting and trimming heels to shape, and staining the soles, heels and edges before waxing and buffing □ ‘Shoe room’, e.g. working on the final stage of production, polishing the shoe for the desired colour and effect

166 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 30: Manufacturing Footwear Techniques – Production of Uppers

Unit reference number: K/600/1737 Level: 2 Credit value: 4 Guided learning hours: 30

Unit aim

The aim of this unit is to provide knowledge and awareness of the functions within footwear manufacture and the processes involved in producing and attaching an upper.

This will include:  foot measurement  size systems  features and functions of a last  production processes.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the Footwear and Leathergoods NOS:

Unit FL4

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 167 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Be able to 1.1 Demonstrate the relationship □ Differences and similarities between English, American and compare English, between commonly used size continental footwear size systems American and scales. Continental size 1.2 Explain how to convert from one □ Converting commonly used footwear size scales, e.g. systems. scale to another. devising a comparison table 2 Be able to 2.1 Describe how to measure a foot. □ Techniques and tools used to measure length, girth and measure feet. heel of foot, e.g. side stick, tape, foot handling, hygiene 3 Know about the 3.1 Describe the main features of a □ Footwear template which depicts the design, shape, volume purpose and last. of the shoe to be manufactured features of a last. □ Constructed from various materials, e.g. hardwood, cast iron, polythene plastic □ Features, e.g. size, shape, style, toe spring, heel pitch 3.2 Explain the functions of the parts □ Foot template over which the shoe is manufactured of a last. □ Provides shoe shape, style, size, width, girth 3.3 Compare lasts used for different □ Lasts, e.g. repair of soles, repair of heels, full shoe purposes. template, custom made, mass production

168 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4 Know about the 4.1 Demonstrate the main functions □ Main features in upper productions (pattern cutting, footwear in the production of uppers. cutting/clicking, closing) manufacturing 4.2 Describe each operation briefly. □ Pattern cutting, e.g. standards and sections for a simple process of the upper upper. □ Cut/click materials by machine or hand, e.g. quality standard, tightness and stretch required □ Closing sequence, e.g. preparation, seams and edge treatments

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 169 Issue 2 — September 2017 © Pearson Education Limited 2017

170 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 31: Manufacturing Techniques within Apparel Production

Unit reference number: M/601/7843 Level: 3 Credit value: 8 Guided learning hours: 50

Unit aim

This unit will enable learners to understand the functions of the manufacturing process. The unit will cover the stages of manufacture as well as the relationship between machines, stitches, threads and seams.

This will include:  understanding the workflow and the order of making up complete garments  knowing about the individual functions and capabilities of equipment and machinery used in garment production  learning about quality and finish in relation to completed garments and how this is affected by choices made relating to design, pattern cutting, materials, machinery, processes and equipment  experiencing defects and faults through hands-on manufacturing of samples  recognising how quality defects can affect production and how returns can reflect on overall performance.

Essential resources

For this unit, learners need access to a range of appropriate apparel manufacturing equipment and machinery.

Mapping to National Occupational Standards (NOS)

This unit links to the following Apparel Manufacturing Techniques NOS:

AMTech4 Contribute to the production of outsourced apparel products AMTech15 Solve quality issues for sample apparel production AMTech26 Make up and assemble apparel samples MSP2 Maintain the quality of production

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 171 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know the different 1.1 Identify two products and □ Documentation and information for the manufacturing processes and produce a process chart of process functions involved functions that go into the □ Specifications to ensure understanding and ability to in product manufacturing process of each complete the garment construction. product. □ Machinery and equipment required for making up the products selected □ Different techniques and processes used in the garment process, e.g. applying interlining, under pressing, top pressing □ Sample garment production at the appropriate times against quality standards and specifications at each point in the sample production process □ Reasons for order of make up

172 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2 Know the different 2.1 Report on the: □ Machines and their main functions: machine types and  machines  straight stitch materials used in product assembly.  needle types  industrial  seam types  domestic  stitch types  embroidery  thread types  free arm used in the production of three  lock and chain stitch products that are made at their  overlockers own place of work.  cover stitchers  binders  blind hemmers  buttonholers  stud machines  specialist embroidery machines  steam presses and tables  fusing presses □ Pressing accessories, e.g. sleeve boards eggs, velvet boards, pile beaters □ Seaming, e.g. flat, French, channel, bound, □ Stitch, e.g. straight, zigzag, stretch, backstitch and the appropriate needles used for each

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 173 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Understand the 3.1 Explain the relationship between □ Stitching used relating to fabric qualities, e.g. for different relationship machines, threads, stitches and weights of wovens, knitted, leather, plastics, stretch, between all the needles in the production delicates, fur components used process and the effect on □ Terminology for different stitches, e.g. topstitch, invisible in product quality. stitch, zigzag, binder stitch, tacking stitch, contrast stitch, assembly and the blind stitch, twin needle stitch effect they have on quality. □ Needle types for a range of different fabrics □ Stitch length for a range of fabrics □ Altering tension to adapt to different fabrics and applications □ Stitch types for different areas of work, e.g. seaming, darts, channel stitching, smocking, quilting, elasticating, gathering, frilling □ How and why stitching faults can occur and how they can be rectified □ How correct thread, stitch and needle choice is essential to good quality and finish 3.2 Produce a portfolio of samples of □ Prototypes, e.g. a range of materials, stitches, threads and quality defects across a range of equipment which show common faults and how these can articles, identifying the cause of be corrected the defects. □ Annotation of samples so they can be used as useful reference in the future; component parts and materials used □ Presentation of samples, e.g. clearly, professionally; talking through the processes and components used

174 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3.3 Give examples of how quality □ Recurring or common defects; causes defects have affected products at □ How these defects can be avoided in the future or overcome work. □ What measures can be put in place to ensure defects are minimised □ If quality defects are down to human error or other reasons, e.g. poor quality fabric, weak trimmings, faulty equipment □ What can be done to avoid these situations in the future 3.4 Produce a report on products □ Common problems; isolated incidents that have been returned due to □ Problems connected to garment manufacture or other manufacturing issues. reasons, e.g. faults in the cloth manufacture, damage during distribution, faulty components such as zips □ Accountability for these defects and how this can affect the reputation and thus production for the company □ Strategies for dealing with situations and explain how they can be implemented

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 175 Issue 2 — September 2017 © Pearson Education Limited 2017

176 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 32: Manufacturing Techniques within Footwear Production

Unit reference number: R/601/7852 Level: 3 Credit value: 9 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and understanding of footwear production and manufacturing techniques.

This will include:  Basic foot anatomy  Production methods.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Footwear and Leathergoods NOS:

FL2 Contribute to production flow by carrying out complex footwear/leathergoods/saddlery product operations FL3 Create complex patterns for footwear/leathergoods/saddlery products FW3 Carry out multiple operations in footwear manufacture FW4 Carry out upper making/leathergoods/saddlery closing/machining and associated operations MSP2 Maintain the quality of production.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 177 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Identify the anatomy of the foot. □ Foot anatomy (skeleton and muscles of the hindfoot, development of forefoot, mid foot instep) 1.2 Describe: the foot from □ Speed of foot growth, changes of foot shape from infancy to infancy to maturity  how the foot develops from maturity, and the infancy to maturity implications in the □ Up to date and regular research, continual monitoring, use  the implications of the manufacture of of 3D scanning technologies, cost development of the foot for footwear. the manufacture of footwear 2 Know the 2.1 Produce a closing specification □ Design, measurements, size, materials, trim, cost processes required for at least three different styles □ Other pertinent information, e.g. designer, collection, to manufacture a of uppers. production number, fabric contents range of uppers typical to the learner’s area of employment.

178 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Know the 3.1 Identify commonly used □ Commonly used adhesives types (solvent-based, water- adhesives used in adhesives, and explain: based, hot melt adhesives) footwear  their uses □ Bonding components, e.g. attachment of uppers to soles manufacture.  steps to ensure a good bond □ Bonding process, e.g. surface pre-treatment, roughen surface, apply adhesive to both sides, heat, even pressure,  possible causes of bond drying time testing failure □ Bond failure, e.g. adhesive age and condition, incorrect  health and safety issues alignment, air bubbles, too little adhesive , to little relating to use pressure, in correct drying time, poor surface preparation □ Health and safety issues , (COSHH), e.g. vapour, storage, ventilation, handling, control measures, personal protective equipment, exposure limits 4 Know about 4.1 Identify the different stitch □ E.g. lockstitch, chain stitch, overlock, cover stitch, flat lock different stitch formations used in footwear □ Uses, e.g. lock component together, neaten raw edges, types. manufacture. tacking, top stitch, butt –seams 4.2 Explain when each stitch formation (in 4.1) would be used and give reasons why. 5 Understand the 5.1 Describe the processes involved □ Main stages of manufacturing processes within each processes involved in the manufacture of footwear construction type, e.g. clicking/cutting, closing, lasting, in the manufacture by the following constructions: making, finishing/shoe room of footwear.  stuck-on cemented  direct moulded PVC  direct moulded PU  direct moulded Vulcanised  goodyear Welted  veldtschoen

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 179 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

5.2 Describe the processes involved □ Main stages of the lasting processes, e.g. moulding and in the manufacture of footwear shaping uppers by the following methods of lasting:  sewn in sock  string Lasted 5.3 Describe in detail the process □ Manufacturing processes for one style, e.g. clicking/cutting, and operation involved in the closing, lasting, making, finishing/shoe room production of footwear, utilising one of the styles in 5.1.

180 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 33: Materials and Processes Used in the Manufacture of Textile Products

Unit reference number: M/600/2047 Level: 2 Credit value: 5 Guided learning hours: 40

Unit aim

The aim of this unit is to provide knowledge of the general principles and production processes of textile production within your organisation.

This will include:  Understanding raw materials and processing procedures  The main equipment in your place of work.

Essential resources

For this unit, learners need access to a textile manufacturing place of work.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

TEX1, TEX16

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 181 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about textile 1.1 Describe the main materials □ Raw materials and fibre types; synthetic, e.g. nylon, materials. used in the manufacture of their polyester, viscose, rayon; natural, e.g. cotton, wool, silk, textile products. hemp, bamboo □ Yarn making processes, e.g. spinning □ Textile construction types, e.g. knitted, woven, non woven, stitched, felted, bonded; other, e.g. carpet construction □ Dye processes suitable for each fibre type □ Fabric decoration, e.g. printed, devoré, laser cut □ Fabric finishes and coatings, e.g. waterproof, fire proof □ Technical innovations, e.g. Smart fabrics, in fibre and cloth computer technology □ Quality checking, e.g. faults, irregularities □ Properties of fabrics, e.g. handle, texture, drape □ Suitability for use, e.g. fashion, interiors, hospital textiles, industrial uses, commercial, e.g. fabrics for car seats □ Cloth sizing in the UK and elsewhere

182 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2 Know about the 2.1 Describe the main equipment □ Equipment operating procedures in place of work and how main equipment and tools used in textile this affects different material types and tools in the manufacture of their textile □ Yarn and fabric construction, e.g. spinning, bonding, textile products. carding, dyeing, finishing manufacture. □ Cutting □ Making up □ Pressing □ Health and safety 3 Know about the 3.1 Identify the production methods □ Correct materials general principles used for their products. □ Process methods and production processes of textile □ Accurate completion of production paperwork products. □ Reporting problems □ Forwarding production items □ Cleaning routines □ Daily upkeep of machinery □ Production cycle □ Responsibilities of operators to exchange information, including start up and changeover

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 183 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3.2 Explain the general principles □ Type of machinery, manufacture, model used to manufacture their □ Supply of materials checked against specifications products, including: □ Comply with workplace guidelines  product specifications □ Checks on machinery and equipment  work instructions □ Problems that occur within production  work constraints □ Know how to minimise loss and wastage □ Testing methods

184 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 34: Materials used in the Manufacture of Apparel

Unit reference number: L/600/1732 Level: 2 Credit value: 4 Guided learning hours: 30

Unit aim

The aim of this unit is to provide knowledge and understanding of materials used in the manufacturing of apparel and of the processes, techniques and faults involved.

This will include:  material types and characteristics  recognising and handling materials  cut, sew and press techniques  material faults.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Apparel Manufacturing Technology NOS:

AMTECH19

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 185 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about 1.1 Describe the main materials □ Main materials used, e.g. cotton, silk, jersey, wool, different cloth used in the manufacture of polyester types used for garments. □ Cloth type and construction, e.g. synthetics, natural, garments. 1.2 Explain the suitability of cloth knitted, woven types for particular garments or □ Cloth finish, e.g. textured cloth, fire resistant, anti-stain parts of a garment. □ Suitability of cloth types for a garment, e.g. cotton twill weave cotton for jeans, lycra for swimwear, weft knitted for socks and tights 2 Be able to lay a 2.1 Explain how to identify the right □ Cloth characteristics on both right and wrong side, e.g. cloth and side. weave, finish, colour recognise the right 2.2 Describe the correct way to lay □ Flat, even, synchronised lay, e.g. match all edges, no side of the fabric. cloth in preparation for cutting. creases, folds or sandwiched items, correct grain line, correct tension, e.g. no over stretch 3 Know about fabric 3.1 Describe how a material is □ Fabric construction, e.g. plain weave, twill weave, non construction and constructed. woven, weft knitted, warp knitted, bonded finishes. 3.2 Explain what gives the cloth its □ Cloth qualities, e.g. plain weave, strong and hardwearing, particular qualities. □ Weft knitted jersey flexible and stretchy, silk crepe, soft, drapes and lightweight

186 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4 Know about cloth 4.1 Explain cloth sizing and length □ Standard clothing sizes (within Europe, UK and USA), e.g. length and width conversions. British standard size chart, international size chart in imperial and □ Length conversions, e.g. imperial to metric metric measurement. 5 Be able to use the 5.1 Explain the consequences of □ Fabric, e.g. fit, size, end usage, style, manufacturing appropriate fabric. using the wrong fabric. process 6 Know about a 6.1 Describe different cloth weights. □ Cloth weights, e.g. lightweight, medium weight, heavy variety of cloth weight; light weight, e.g. organza, silk crepe, chiffon; weights. medium weight, e.g. cotton shirt; heavy weight, e.g. denim, gabardine, wool crepe 6.2 Provide examples of the wrong □ Stitch, e.g. pucker, skipped stitches, loose tension, tight stitch being used on various tension, gather cloth samples. 7 Know about 7.1 Describe different techniques for □ Handling, e.g. handling techniques, positioning, pressing methods handling and pressing functions temperature, steam, top press, under press, seam press; for a range of for a range of cloth types. pre, during and after press cloths. 8 Know about fabric 8.1 Identify the reasons for fabric □ Faults, e.g. construction, colour shading, distorted faults. faults. weave/knit, marked, misprint, contaminated yarn 8.2 Describe any actions that may □ Judge level of fault, e.g. major or minor be taken with fabric faults. □ Appropriate action, e.g. mend, re-cut, report

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 187 Issue 2 — September 2017 © Pearson Education Limited 2017

188 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 35: Materials Used in the Manufacture of Apparel

Unit reference number: D/601/7854 Level: 3 Credit value: 8 Guided learning hours: 50

Unit aim

The aim of this unit is to introduce learners to the range and variety of fabrics and materials used in clothing manufacture. This will include research into the origins and properties of both natural and man-made fibres and the processes involved in the production of these into finished fabrics and their suitability for specific end uses.

This will include:  investigating the origins of natural fibres and the processes involved in the production of finished fabric  research into the technology and processes required to produce synthetic fibres and fabrics  relating fibres and fabrics to a self-selected industry sector  analysing fabrics and the specific qualities which make them suitable for targeted end uses  learning about legislation relating to garment labelling and the legal requirements of selected apparel products.

Essential resources

For this unit, learners need access to facilities and equipment for the testing of a range of natural and man-made fibres and fabrics.

Mapping to National Occupational Standards (NOS) This unit links to the following Apparel Manufacturing Techniques NOS:

AMTech2 Monitor compliance with requirements in garment construction AMTech4 Contribute to the production of outsourced apparel products AMTech5 Assess and develop given apparel designs AMTech15 Solve quality issues for sample apparel production.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 189 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know the origin of 1.1 Identify and describe the origin □ Countries of origin and growing/harvesting methods for natural and man- of: natural fibres made fibres.  natural fibres □ Global distributions for natural raw materials, e.g. minerals, oil, rubber cotton, wool, linen, flax, silk, mohair, pashmina,  synthetic fibres alpaca, skins, feathers □ Geographic, historic, economic and ecological significance of fibre production □ Unusual fibres, e.g. coconut, hemp, pineapple, recycled plastic bottles, fish skins 2 Understand the 2.1 Identify the fabrics, by name, □ Fabric types used in the targeted sector processes involved that are primarily used in the □ Individual qualities of fabric in fabric sector that the learner is working production. in. □ Chemical preparations in man-made fibres □ Combinations of man-made and natural fibres, e.g. polyester cotton □ Name suppliers, wholesalers and manufacturers □ Manufacturers’ additional information and swatches in order to identify visual and tactile qualities

190 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.2 Recognise and describe fabric □ Construction processes of both fibre and fabric construction for these fabrics. □ Types of construction and yarn combinations for each fabric □ Appropriate manufacturing operations and their respective production strategies □ Systems and manufacturing processes relating to natural and man-made fibres and fabric production □ ‘Smart’ textiles, including technological innovations 2.3 Identify all the stages, from fibre □ Fibre types and different material characteristics through to finished fabric, for a □ Processed and part processed materials range of fabrics from their place of work. □ Yarn dying for animal, vegetable and synthetic fibres □ Warp making and loom processes □ Wet finishing, milling, tentering □ Manufacturers; processors; converters; batch and flow production □ Production flow charts from initial fibre/fibre source through to finished cloth in the workplace 3 Understand the 3.1 Select a number of products □ Choices made and the factors influencing each selection suitability of from work and explain the fabric □ Individual characteristics of the fabrics, e.g. texture, colour, fabrics for specific choice made for each including weight, surface appearance, washability, stain resistance, uses. considerations of: fire proofing, colour fastness etc  characteristics □ Visual and tactile qualities, e.g. shine, drape, hang, volume,  cost stretch, handle, colour  performance

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 191 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Why cost is an issue relative to the product being manufactured □ Ways in which costs could be kept down □ Which performance characteristics are key to the fabrics, e.g. warmth, hard wearing, easy care, washable, waterproof etc 4 Understand fabric 4.1 Identify a range of fabric faults □ Where faults can occur in the production and manufacturing faults. and evaluate how they should be processes and why dealt with during product □ How faults can be overcome manufacture. □ How faults can affect production □ How faults can effect efficiency and perception of the product 5 Know about use of 5.1 Select a number of products □ Current legislation for garment labelling care labels and from their place of work and for their suitability to each describe how the product end use. will have to be labelled to meet current legislation.

192 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 36: Materials Used in the Manufacture of Footwear

Unit reference number: R/600/1747 Level: 2 Credit value: 4 Guided learning hours: 30

Unit aim

The aim of this unit is to provide knowledge and awareness of the different types of materials used to make the main components of footwear.

This will include:  materials used for uppers  materials used for inners  the main components of footwear  footwear faults.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Footwear and Leathergoods NOS:

Unit LG1, Unit FW1

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 193 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about upper 1.1 Describe the main materials □ Natural materials, e.g. cow, calf, goat, kid and pig leather materials. used in the manufacture of □ Fabrics with synthetic coatings, e.g. Polyurethane (PU) and footwear uppers. Polyvinylchloride (PVC) 2 Know how to use 2.1 For each of the upper materials, □ Relate material type to footwear category, e.g. each of the upper describe the type of footwear rubber/wellingtons, neoprene/watersports footwear, materials in they may be used for. leather/walking boots, textiles/slippers footwear manufacture. 3 Know about the 3.1 Describe the main components □ Components, e.g. uppers, insoles, heels, shanks, heel main components used in footwear manufacture. stiffeners, toe puffs, linings, trims in footwear manufacture. 4 Know about 4.1 Identify the reasons for footwear □ Natural material faults, e.g. leather grading, thickness, footwear manufacture faults. colour, scuffs, looseness, stretch manufacture □ Fabric faults, e.g. holes, woven or knitted fabric properties, faults. fabric tensile properties □ Coating faults, e.g. colour, clarity, adhesion, consistency 4.2 Describe any actions that may □ Corrective actions, e.g. replace component, repair fault be taken with footwear □ Report fault manufacture faults. □ Documentation to be completed □ Effect fault may have in further operations

194 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 37: Materials Used in the Manufacture of Footwear

Unit reference number: H/601/7855 Level: 3 Credit value: 9 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of materials used in the production of footwear.

This will include:  performance and characteristics of footwear materials  suitability of materials and components for end use  material evaluation and costing.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Footwear and Leathergoods NOS:

MSP7 Support the quality of production FW1 Carry out basic operations within footwear FW2 Carry out ancillary footwear operations FW3 Carry out multiple operations in footwear manufacture FW5 Carry out lasting, making and associated operations FW8 Carry out component moulding operations FW10 Carry out complex lasting, making and associated operations in handcraft bespoke/orthopaedic footwear FDT1 Footwear Product Development.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 195 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about the 1.1 Describe the production of upper □ Leather-tanning processes, e.g. vegetable tanned, full production and leather. chrome and semi chrome leathers characteristics of 1.2 Describe the production of □ Leather finishes and finishing technique, e.g. printed, materials used in coated fabrics, and compare aniline, suede, nubuck, foiled, oiled and waxed shoe manufacture. their shoe making and wear □ Properties of fabrics with synthetic coatings, e.g. properties with those of leather. polyurethane (PU) and polyvinylchloride (PVC) 1.3 Describe fabric manufacturing □ Expanding PVC and conventional PU by transfer coating processes, relating fabric structure to properties. □ Common soling materials, e.g. rubber, PVC, PU, leather 1.4 Describe the main types of soling materials in common use. 2 Understand the 2.1 Identify the manufacturing □ Specialised shoe thread and cord, e.g. braided thread, manufacturing processes and properties of waxed thread, bonded polyester, bonded nylon, lockstitch processes and various shoe threads. thread, natural and synthetic cord properties of 2.2 Compare the manufacturing □ Common fibres and properties, e.g. cotton, nylon, ply, various shoe processes and properties of tenacity, waxed, measurement systems, strength, size threads. various shoe threads. □ Manufacturing process, e.g. thread construction, twist, ply, direction, bonding, plaited, filaments, brand,

196 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Understand the 3.1 Identify the manufacture and □ Insole boards, e.g. non-woven, paper, chemical fibre, EVA manufacture and properties of insole boards and foam, laminated PVC, PU leather, cellulose properties of insole their suitability for use in the □ Insole board characteristics, e.g. needle punched, boards and their production of footwear. thickness, colour suitability for use. 3.2 Compare the manufacture and □ Wear resistance, environmentally friendly, durable, properties of insole boards and hygienic, comfort their suitability for use in the production of footwear. 4 Know about the 4.1 Identify the main types of toe □ Thermo plastic, e.g. heat activated, solvent activated main types of toe puff and heel stiffener, and □ Leather and leather boards puff and heel evaluate their suitability for use stiffener, and their in the production of footwear. □ Pre-moulded suitability for use. 5 Understand the 5.1 Explain the design features of □ Types of grindery, e.g. eyelets, rivets, hob nails, panel pins, design features of grindery used in footwear tingles, brass screw, footwear spikes, shank, steel shank, grindery used in construction. steel toe caps footwear construction. 6 Understand the 6.1 Select a number of materials □ Material characteristics and suitability for end use, e.g. selection process from their workplace and explain durability, finish, look, design of materials for the choice made for each □ Production costs, e.g. direct and indirect overheads, labour footwear including considerations of: production. □ Selling price, mark-up, profit  characteristics  cost  performance

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 197 Issue 2 — September 2017 © Pearson Education Limited 2017

198 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 38: Narrow Fabric Manufacture

Unit reference number: M/502/2272 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of the processes involved in the production of narrow fabric from yarn preparation to final fabric production.

This will include:  the principles and processes of narrow fabric production  techniques for analysing and testing yarns and narrow fabric structures  fault-finding principles  requirements of the machinery used in narrow fabric production  machine maintenance.

Essential resources

For this unit, learners need access to appropriate machinery.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

MTP3, MTP4, MTP6, MTP8, MTP11, MTP12, MTP15, MTP16, MTP18, MTP21, MTP24

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 199 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Identify and explain the □ Production sequences for narrow fabric manufacture from principles and production sequences from yarn yarn to finished product, e.g. inputs, yarn selection and processes involved to finished product for: preparation, design specifications, machine setting up in narrow fabric  woven narrow fabric specifications, programming machines, threading, manufacture. tensioning; processes, e.g. operating skills, production  Raschel-crochet knitted systems; outputs, e.g. first sample to check measurements, narrow fabric finished fabric; production records  braided narrow fabric □ Variations of above and the relevant machinery for woven narrow fabric, Raschel-crochet knitted narrow fabric, braided narrow fabric □ Specific terminology used in narrow fabric production 1.2 Explain machine capabilities and □ Machine capabilities and their characteristics their characteristics. 1.3 Describe the compatibility of □ Compatibility of materials and machines, machines and materials.

200 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

1.4 Explain factors influencing □ Factors influencing handling characteristics of materials handling characteristics of during production, e.g. compatibility (materials, machines), materials during production. machine capabilities/characteristics, quality control □ Yarn characteristics, e.g. size, configuration, strength, fibre content, thickness, uniformity, twist level, twist direction, liveliness, count, gauge, elasticity, material composition, colour fastness

□ Any other devices used to alter the appearance of the knit/weave fabric during production 1.5 Describe how production □ Methods of calculating production resource requirements, resource requirements are e.g. use of formulae calculated. □ How to calculate yarn requirements □ How to predict production rate 2 Be able to identify 2.1 Describe and explain fault- □ Fault-finding principles for yarns and fabrics in narrow and analyse faults. finding principles. fabric manufacture □ Faults which can occur in yarns, e.g. breakages, foreign matter, twist level, twist direction, uneven thickness, colour, texture □ Faults which can occur in machines, e.g. mechanical breakdown, electrical/electronic faults, fluid power fault, incorrect settings/clearances, short rows □ Faults which can occur in fabrics e.g. holes, runs, creasing, lines, uneven texture, oily/dirty marks

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 201 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.2 Describe sample analysis □ Industry sample analysis tests, e.g. fibres, regain tests, techniques used in the industry. diameter, length; yarns e.g. count, twist, strength; fabrics, e.g. fabric analysis, tensile, pilling, abrasion, crease resistance, colour fastness □ Other tests, e.g. visual inspection, handling, deconstructing, use of standard documentation/records □ Main functions of sample analysis, e.g. to determine structure, material composition, quality, check against specification, identify appropriate machinery, evaluate, recommendations for modifications, accurate records for future reference 2.3 Undertake tests on at least two □ Testing natural and manufactured yarns natural and two manufactured □ Natural and manufactured yarn characteristics, e.g. yarns for: strength, fibre content, thickness, uniformity, twist level,  strength twist direction, liveliness, count, gauge, elasticity, material  twist composition, colour fastness  count □ Accurate record keeping e.g. fabric notations, samples and sample evaluation, production processes, standard documentation 2.4 Analyse two narrow fabrics and □ Sample analysis techniques applied to narrow fabric for each: structures  produce fabric notations □ Types of narrow fabric structures, e.g. woven, Raschel-  measure fabric parameters crochet knit, braided  carry out calculations

202 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Applications of narrow fabrics, e.g. trimmings, ribbons, tapes, labels, belts, harnesses □ Narrow fabric characteristics, e.g. quality, weight, stability, handling, dimensions, porosity, strength, colour fastness, finish □ How to produce fabric notations, measure fabric parameters and carry out calculations, e.g. knit, courses per unit width, wales per unit length, loop length; weave; stitch density; weight of fabric 2.5 Examine the following yarns in a □ Characteristics of natural, manufactured and blended fibres natural fibre, manufactured fibre □ Faults which can occur in single, folded and fancy yarns, and blended fibre form to e.g. breakages, foreign matter, twist level, twist direction, identify faults and provide irregularities, uneven thickness explanations for the causes of

each of them. □ Potential causes of faults in yarns, e.g. errors in  single preparation, fibre issues, joins, contamination (oil, dirt, foreign matter) etc  folded  fancy 3 Understand the 3.1 Identify machine components □ Types of machine used in narrow fabric production, e.g. electrical and and explain their functions. looms, shuttle loom, shuttleless looms, circular looms; pneumatic Raschel-crochet warp knitting machine requirements of □ Machines and their components, e.g. looms (shuttles, machinery used in frame, tension control), Raschel crochet machine (needles, the production of needle plate/bed, yarn feeders, tension controllers, bobbins, narrow fabrics. creel, beam), power supply

□ Machinery requirements, e.g. mechanical, electrical, electronic, pneumatic, hydraulic □ Factors affecting machine performance, e.g. yarn strength, sizing, ambient conditions

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 203 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4 Understand how to 4.1 Identify and explain the type □ Main lubricants used to maintain machinery maintain machines and use of the main lubricants □ Use of lubricants, e.g. oiling moving parts used to produce and tools used to maintain narrow fabrics. machinery. □ Type and use of tools for maintaining machinery 4.2 Explain the planned □ Planned machine maintenance processes, e.g. regular visual maintenance processes for checks for worn/damaged parts, routine servicing to machinery. manufacturer’s recommendations/instructions, company policies and procedures, maintenance logs, use of machine component diagrams/manuals/data sheets, use of standard documentation 4.3 Analyse the advantages and □ Advantages of planned machine maintenance processes, disadvantages of these e.g. major breakdowns avoided, minimises wastage processes. (materials, work time, cost), cost effective, allows for forward planning, creates safe working environment, (compliance with current health and safety legislation) □ Disadvantages of planned machine maintenance, e.g. lost production, machines out of use, operator out of use; cost implications; time consuming 4.4 Describe and explain machine □ Machine fault-finding principles and techniques including fault-finding principles and regular checks for worn/damaged parts, logical fault-finding techniques. methods to identify problems □ Machine fault identification, e.g. mechanical, electrical, electronic, programming faults, pneumatic

204 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Safe working practice, e.g. legislation (Health and Safety at Work Act 1974, environmental), manufacturer’s instructions (data sheets, equipment operating procedures), company procedures (rules, codes, guidelines, standards), reporting procedures

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 205 Issue 2 — September 2017 © Pearson Education Limited 2017

206 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 39: Non-woven Fabric Manufacture

Unit reference number: F/502/2275 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to expand learner knowledge and understanding of the processing and technological factors that affect non-woven fabric production, performance and manufacturing techniques. Assessment must be linked to the real work environment.

This will include:  identifying and researching the four main processes of non-woven fabric manufacture  explaining the manufacturing processes and relating these to product definition and end uses  learning about the types of machinery and processes used in non-woven fabric production and the key functions of different types of equipment  investigating the faults that can occur with the machinery used and also faults in the end product  establishing systems for rectifying faults in both equipment and end products  making valid tests on a range of non-woven fabrics to analyse qualities and properties  undertaking calculations, notations and measurements relating to non-woven fabrics.

Essential resources

Learners will require access to a real working environment

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

MTP3, MTP4, MTP6, MTP8, MTP11, MTP12, MTP15, MTP16, MTP18, MTP21, MTP24

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 207 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Identify the four main methods □ Methods: principles and of non-woven fabric production  staple nonwovens (two step process) processes involved and explain the advantages and in producing disadvantages of each method.  spunlaid nonwovens (continuous process) nonwovens.  air-laid paper  fibreglass and thermal bonding 1.2 Explain the production processes □ Processes: from fibre/yarn to non-woven  ultrasonic pattern bonding, needle felting structure for the following:  needle punch non-woven  mechanical intertwining of fibres by needles production  spunlace fibre intertwining  hydro-entanglement non-  bonding methods and processes (gas phase acid, woven production chemical bonding, cellulose based bonding, binders)  stitch bonded non-woven  meltblown processes production  use of heat sealers and calendering  thermal bonded non-woven production. 1.3 Explain factors influencing □ Processes and applications handling characteristics of □ Chemical changes and friction processes materials during production. □ Handling qualities e.g. flame retardant, water repellent, washable, absorbent, filtering properties, sterility, anti- bacterial

208 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2 Be able to identify 2.1 Describe and explain fault □ Main faults that can occur in the following: and analyse faults. finding principles.  staple nonwovens  spunlaid nonwovens  air-laid paper  bonding  geotextiles  discuss how faults can diminish performance 2.2 Describe sample analysis □ Factors which can be used to analyse the following: techniques used in the industry.  tensile strength  density  tightness  breaking strength  waterproofing  fire retardant 2.3 Undertake tests on natural and □ Tests to measure properties e.g. strength, composition, manufactured fibre yarns for: behaviour under stress, stretch  strength  twist  count

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 209 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.4 Analyse a minimum of three non □ Planning and research methods for fabrics woven fabrics and for each: □ Appropriate industry bodies for information  produce fabric notations □ Using visuals, plans, graphs and charts where this will  measure fabric parameters clarify the information  carry out calculations □ Producing clear factual findings for each fabric analysis 3 Understand the 3.1 Identify machine components □ Specialist fabric manufacturers to obtain specific electrical and and explain their functions. information pneumatic □ Machinery suppliers for detailed information requirements of machinery used in □ Seeing machinery in action the production of non-wovens. 4 Understand how to 4.1 Identify and explain the type □ Lubricants; information gained from manufacturers and maintain machines and use of the main lubricants machine suppliers. used to produce and tools used to maintain non-wovens. machinery. 4.2 Explain the planned □ Maintenance; using information from manufacturers and maintenance processes for machine suppliers machinery. □ Health and Safety regulations for this sector to inform of machine safety □ Machinery instruction manuals 4.3 Analyse the advantages and □ Appropriate ways of illustrating these advantages and disadvantages of these disadvantages such as: processes.  graphs  charts  SWAT analysis

210 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4.4 Describe and explain machine □ Procedures; using information from manufacturers and fault finding principles and machine suppliers techniques. 4.5 Select four machine faults and □ Machinery faults; using the information from manufacturers carry out a fault analysis safely. and machine suppliers

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 211 Issue 2 — September 2017 © Pearson Education Limited 2017

212 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 40: Non-leather Materials in the Manufacture of Leather Goods

Unit reference number: F/600/1792 Level: 2 Credit value: 4 Guided learning hours: 30

Unit aim

The aim of this unit is to provide knowledge and understanding of non-leather materials, components, specifications and techniques used in the manufacturing of leather goods.

This will include:  types and construction of materials  features and faults of materials  product specifications  manufacturing techniques.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the Footwear and Leathergoods NOS:

Unit FW1

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 213 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about the 1.1 Describe the various fabric types □ Various fabric types (synthetic fabric, natural fabric, mixed various materials (other than leather) used in the fibres), e.g. polyester, nylon, silk, cotton, poly cotton (apart from manufacture of leather goods. leather) used in leather goods manufacture. 2 Know about fabric 2.1 Describe how a material is □ Material construction; fabric construction; fabric finish, e.g. construction, types constructed. knitted, woven, bonded, fire resistant, anti-stain of fabric and their 2.2 Explain what gives the material □ Particular qualities, e.g. colours fastness, resistance to finishes. its particular qualities. abrasion, resistance to heat, stretch, flexibility □ Finishes e.g. coated, impregnated materials 3 Know about 3.1 Explain a product specification. □ Product specification (statement of required product product characteristics and finish), e.g. size, colour, components, specifications. production techniques 4 Know about the 4.1 Describe the consequences of □ Product will not comply to quality standards and consequences of using wrong components. specifications using wrong □ Production issues, e.g. time wasting, deadlines not met components. □ Loss of business/custom

5 Know about a 5.1 Identify different fabrics, buckles □ Fabric types and qualities and other trimmings. range of fabrics, □ Different Buckles and trimmings e.g. side buckles, slides, buckles and clasps, metallic fasteners, loop rings, spike studs and rivets trimmings.

214 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

6 Be able to identify 6.1 Describe a range of techniques □ Handling, e.g. machine stitching, hand stitching, bonding, a range of for handling and attaching gluing, stud/rivet/eyelet attach with hand tool or industrial techniques for trimmings, backers and other machine finishing’s and components. trimmings.

7 Know about non- 7.1 Identify the reasons for non- □ Component cut incorrectly, e.g. wrong size, shape, colour, leather material leather material faults. on the bias faults. □ Faulty materials e.g. holes, discoloration 7.2 Describe any actions that may □ Fault identification, e.g. cut or material fault be taken with non-leather □ Fault rectification (within own limits) e.g. re-cut, mend or material faults. reallocate component □ Report faults that cannot be rectified

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 215 Issue 2 — September 2017 © Pearson Education Limited 2017

216 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 41: Production Management within the Apparel, Footwear or Leather Industry

Unit reference number: Y/601/7853 Level: 3 Credit value: 8 Guided learning hours: 50

Unit aim

The aim of this unit is to provide knowledge and awareness of product manufacture and production systems.

This will include:  the practice and principles of product manufacture  manufacturing systems  assessing product type and cost.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Footwear and Leathergoods NOS:

MSP2 Maintain the quality of production MSP7 Support the quality of production L3 Respond to production quality problems L4 Improve production methods and processes

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 217 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Describe the various production □ Progressive bundle various production systems in use across the □ Team/Cell working systems used in manufacturing industry. the manufacturing □ Section working industry. □ Just in Time Manufacturing □ Synchronised systems □ Make through 1.2 Explain the relationship between □ Different systems used to create different product, e.g. product and system. team/cell system in garment production, transport systems used to move products 2 Understand how 2.1 Analyse the type of production □ Efficiency of the system e.g. How well the system meets the systems work and system used in their own place needs of the product type, cost, application, throughput and interpret them of work and describe why this volume based on product choice has been made in relation □ System limitations (linked to product type, cost and and cost. to product, cost and its application) suitability for purpose. □ Effect of the system on staffing requirements and time 3 Know the functions 3.1 Identify the functions that go □ Research and design, sourcing, manufacture, storage, sales that go into pre- into pre-production, production and distribution production, and post-production. production and post-production processes.

218 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4 Know about labour 4.1 Identify the labour costs □ Time and motion principles costs associated associated with manufacturing □ Human resource with systems. manufacturing □ Time and skill required to create each product systems. □ Shift patterns and changeovers 5 Understand the 5.1 Describe the quality system used □ The quality system used within the organisation, e.g. relationship in their own place of work and Quality control. ISO quality standards between product its appropriateness. □ Quality system evaluation against the needs of the and quality. organisation e.g. cost, appropriateness, efficiently, system limitations 6 Understand how 6.1 Explain how cost principles are □ Production cost breakdowns cost principles are used in product manufacture. □ Comparison of the final retail price and the production cost used in product manufacture. □ Comparison of outsourced production costs and onshore production costs □ The cost of transporting outsourced products (outbound and inbound)

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 219 Issue 2 — September 2017 © Pearson Education Limited 2017

220 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 42: Professional Practice/Preparation for Employment within the Apparel, Footwear or Leather Industry

Unit reference number: M/601/7857 Level: 3 Credit value: 7 Guided learning hours: 40

Unit aim

This unit is designed to help prepare learners for a role in an apparel/footwear/leather or other related business. The unit covers current professional practices and the uses of computer-based technology to produce high quality paper-based personal presentations. It also covers the production of detailed reports and the methods used to present oneself in a business situation.

This will include:  an investigation and report on a selected area of personal interest in the apparel, footwear or leather industries  an investigation and report on a specific area of professional practice within the selected industry  understanding the personal and professional qualities required to work in the selected sector of the industry  production of a CV and business card for targeted employment within the selected industry  letters of application for specific posts within the selected sector.

Essential resources

For this unit, learners need access to appropriate computer software for the production of a range of promotional items.

Mapping to National Occupational Standards (NOS)

This unit links to the following Footwear and Leathergoods NOS: A2 (SK1) Manage your own resources and professional development B1 Develop and implement operational plans for your area of responsibility

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 221 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Produce a report giving an □ History of companies; modern technologies; processes and workings of a overview of their chosen ideas company specific company. □ Personnel structure and different job roles to the sector the learner is □ Professional qualities required to work successfully in the working/intends to selected industry work in. □ Language which is appropriate to the subject area □ Recognised report formats □ Bibliography of information sources 2 Be able to produce 2.1 Produce a report which: □ Case studies to identify specific areas of interest, e.g. a report to meet a human resources, marketing, sales, personal assistant,  details an item of specific task. designer, production manager professional practice in the specific area of expertise □ Interviewing personnel to gain personal opinions on being investigated by the professional practice within the industry learner □ Why the selected area of professional practice is of personal  includes any suggested interest opportunities for □ Personal qualities required to fulfil effective professional improvements which could practice be made □ Current activities in professional practice; suggested improvements; why the improvements are needed; how these will enhance performance

222 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Be able to produce 3.1 Produce a range of paper-based □ Recognised templates for a CV layout; examples of CVs for personal business items to be used in a business similar roles contextualised context, including: □ Ask the question ‘what do you want to see in the CV’? paperwork.  computer generated CV □ Revising the content  business card □ Ensuring all relevant experience is included such as  letter of application for a real voluntary work or group activity, e.g. student union, charity or fictional position involvement, sports activities □ Simple, clear, informative language □ Promotional items, e.g. personalised, effective □ Ensuring the skills and experience listed map to the intended career □ Spelling, grammar, punctuation on CV □ Examples of well-designed business cards □ Colour schemes and typefaces which represent personal skills and achievements □ Planning wording, layout and information to go on business cards □ Different examples using a variety of typefaces, colours and themes □ Costs of bulk printing of the promotional items; obtaining printer’s quotes □ Job vacancies through appropriate search engines, local and national newspapers and specialist industry employment sites

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 223 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ The nature of the job and the specific and generic skills and personal qualities required □ Specific details about jobs □ Use of letter-headed paper which can be adapted from business card design □ Use of formal language in letters of application and ensuring information given is targeted directly at the job advertisement □ Feedback from colleagues and tutors □ Checking language, spelling and punctuation in letters ensuring that there is a professional appearance to all items (CV, business card, letter)

224 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 43: Professional Practice/Preparation for Employment within the Textiles Industry

Unit reference number: D/502/6401 Level: 3 Credit value: 7 Guided learning hours: 40

Unit aim

This unit is designed to help prepare learners for a role within the textile industry. The unit work covers current professional practices and the uses of computer-based technology to produce high quality paper-based personal presentations. The work will cover the production of detailed reports and the methods used to present oneself in a business situation. Assessment must be linked to the real work environment

This will include:  an investigation and report on a selected area of personal interest in the textiles industry  an investigation and report on a specific area of professional practice within the textiles industry  understanding the personal and professional qualities required to work in the selected sector  production of a CV and business card for targeted employment within the selected industry  letters of application for specific posts within the selected sector.

Essential resources

The learner will require access to a real working environment.

Mapping to National Occupational Standards (NOS)

This unit links to the Manufacturing Textile Products NOS:

MSC B1

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 225 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Produce a report giving an □ Planning, bearing in mind the key issues to be covered and workings of a overview of their chosen what the main points will be company specific company. □ History of companies; modern technologies, processes and to the sector the ideas learner is working/intends to □ Personnel structure and different job roles work in. □ Professional qualities required to work successfully in the selected industry □ Language which is appropriate to the subject area, purpose and audience □ Use grammar, punctuation and spelling which follows standard report writing conventions □ Recognised report formats □ Bibliography of information sources

226 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2 Be able to produce 2.1 Produce a report which: □ Case studies to identify specific areas of interest, e.g. a report to meet a human resources, marketing, sales, personal assistant,  details an item of specific task. designer, production manager professional practice in the specific area of expertise □ Interviewing personnel to gain personal opinions on being investigated by the professional practice within the industry learner □ Why the selected area of professional practice is of personal  includes any suggested interest opportunities for □ Personal qualities required to fulfil effective professional improvements which could practice be made □ Current activities in professional practice; suggested improvements; why the improvements are needed; how these will enhance performance 3 Be able to produce 3.1 Produce a range of paper based □ Recognised templates for a CV layout; examples of CVs for personal business items to be used in a business similar roles contextualised context, including: □ Ask the question, ‘What do you want to see in the CV?’ paperwork.  computer-generated CV □ Revising the content  business card □ Ensuring all relevant experience is included such as  letter of application for a real voluntary work or group activity, e.g. student union, charity or fictional position involvement, sports activities □ Simple, clear, informative language □ Promotional items, e.g. personalised, effective □ Ensuring the skills and experience listed map the intended career □ Spelling, grammar, punctuation on CV □ Examples of well-designed business cards

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 227 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Colour schemes and typefaces which represent personal skills and achievements □ Planning wording, layout and information to go on business cards □ Different examples using a variety of typefaces, colours and themes □ Costs of bulk printing of the promotional items; obtaining printer’s quotes □ Job vacancies through appropriate search engines, local and national newspapers and specialist industry employment sites □ The nature of the job and the specific and generic skills and personal qualities required □ Specific details about jobs □ Use of letter-headed paper which can be adapted from business card design □ Use of formal language in letters of application and ensuring information given is targeted directly at the job advertisement □ Feedback from colleagues and tutors □ Checking language, spelling and punctuation in letters and ensuring that there is a professional appearance to all items (CV, business card, letter)

228 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 44: Supervisory Management–Team Leadership within the Apparel, Footwear or Leather Industry

Unit reference number: M/601/7860 Level: 3 Credit value: 8 Guided learning hours: 50

Unit aim

The aim of this unit is to provide knowledge and awareness of how to manage team relationships effectively within areas of textile production to fulfil the aims of the organisation

This will include:  the main principles of effective communication with the team  establishing and maintaining motivational working relationships with a team  different styles of leadership.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS) This unit links to the following Apparel Manufacturing Techniques NOS:

D2 Develop productive working relationships with colleagues and stakeholders F3 Manage business processes F12 Improve organisational performance

It also links to the Footwear and Leathergoods NOS:

D5 Allocate and check work in your team

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 229 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about the 1.1 Describe the different ways of □ Formal, informal, verbal, non-verbal, written, different ways of communicating effectively with □ Types of communication, e.g. Briefing, meetings, 1:1s, communication the team. discussion groups, presentations, training meetings; visual with the team. communication, e.g. posters, signage □ Gaining feedback, e.g. verbal, non verbal □ Recognising and respecting the roles and responsibilities of colleagues □ Identifying and meeting the communication needs of colleagues □ Workplace guidelines on the use of electronic media, confidentiality, data protection □ Networking □ Reporting problems outside area of responsibility to the appropriate person. 2 Know how to set 2.1 Explain the importance of □ How aims of company need to be implemented in own role objectives. objective setting and of setting □ Translating aims and identifying objectives unobtainable objectives and the implications that were involved. □ Linking objectives to company aims □ Using performance management to achieve company objectives □ Recording performance meetings and follow up actions

230 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ SMART targets (specific, measurable achievable, realistic and time-bound) □ Potential issues and the techniques that can be used to manage or remove potential problems around difficult objectives, e.g. strategies to deal with difficult people, techniques for sorting disagreements out; consultation activities, e.g. key decisions and activities, change, priorities, expectations and attitudes to potential risks □ Keeping accurate records of any issues, e.g. complete forms, reports □ Negotiating with management, referring difficulties to line managers or others □ Importance of clear communication □ Prioritising objectives and planning work to make best use of own time and resources. □ Balancing competing demands □ Documenting objectives, e.g. reflective journal; electronic, paper

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 231 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Know about 3.1 Assess the appropriateness of □ How own supervisory role fits within the overall vision and different styles of different leadership styles and objectives of the organisation leadership. methods of communication that □ Identifying the requirements of work roles, including the applies in a business limits of responsibilities environment. □ Change management □ Different styles, e.g. autocratic, democratic, laissez-faire, visionary, action oriented, goal oriented □ Theorists, e.g. Myers Briggs 4 Know how to 4.1 Evaluate the methods and □ Motivational techniques, positive imagery, team -building motivate, support benefits to be obtained by activities, training, targets, rewards, incentives and encourage a motivating people within a team. □ Communication skills, listening skills team. □ Differences between mentoring and coaching □ Developing skills sets and competences 5 Understand the 5.1 Describe the importance and □ Importance of changes in attitudes benefits of benefits of encouraging others □ Benefits to workplace encouraging within the team. others. □ Benefits to team

232 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 45: Textile Finishing

Unit reference number: R/502/2278 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of the principles and processes involved in textile finishing.

This will include:  the principles and processes of textile-finishing  preparatory processes in textile finishing  production cycles and processing sequences of finishing processes  environmental issues related to textile-finishing processes  fault-finding principles  requirements of machinery used in textile finishing  machine maintenance.

Essential resources

For this unit learners need access to appropriate machinery.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

MTP3, MTP4, MTP6, MTP8, MTP11, MTP12, MTP14, MTP15, MTP16, MTP18, MTP21, MTP24, MTP28, MTP31

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 233 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Describe the following □ Main preparatory processes prior to application of finishing principles and preparatory processes to processes and their purpose including: processes involved finishing and explain their  Perching, e.g. initial inspection of woollen and worsted in textile finishing. purposes: fabrics  perching  Measuring, e.g. weighing, numbering fabric  measuring, weighing and  Burling, e.g. removing foreign matter, burrs; loose numbering fabric threads, knots, undesired slubs  burling and mending  Mending to eliminate defects, e.g. holes, tears, broken yarns, missed warp/weft yarns 1.2 Explain the production cycles □ The production cycles of finishing processes including and purposes of the following crabbing, scouring, hydro-extracting, milling, blowing, finishing processes: decatising, potting, stentering, heat setting, raising, cropping  crabbing □ Purposes of listed finishing processes, e.g. to enhance  scouring appearance/performance, clean, set dimensions, improve  hydro-extracting handling (softness, smoothness, texture), reduce shrinkage  milling  blowing  decatising  potting  stentering and heat setting

234 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

 raising □

 cropping 1.3 Explain the processing □ Processing sequences from substrate preparation to finished sequences from substrate textile products including mechanical (steam, heat preparation to finished textile pressure, friction) and chemical processes products for the following: □ Dry/mechanical finishing processes, e.g. raising,  dry/mechanical finishing cropping/shearing, brushing, singeing, beetling, decating, stentering, calendaring/pressing (moiréing, embossing,  wet/chemical finishing glazing, ciréing, polishing) □ Wet/chemical finishing processes, e.g. bleaching, wet decating, proofing, softening, resin treatments, dyeing 1.4 Explain the path for materials to □ Path for materials from feeder source to finished textile be finished from feeder source to products for wet and dry finishing processes finished textile products for the □ Wet textile finishing processes including proofing, e.g. following: against water, flame, moth, dirt, anti static, anti bacterial;  wet processing including softening, e.g. thermoplastics, addition of softening agents proofing, softening, resin to enhance drape etc; resin treatments, e.g. for crease treatments resistance, glazing, shrinkage control, permanent pleats  dry processes including □ Dry textile finishing processes including singeing, e.g. raising, cropping, singeing, burning off projecting fibres, yarn ends, fuzz; raising, e.g. calendering lifting the fabric surface; cropping, e.g. cutting the raised nap; calendering, e.g. application of heat and pressure 1.5 Select and justify the most □ Finishes for different textile products including woven appropriate finishes for the woollen fabric, woven cotton fabric, cotton yarn, polyester following textile products warp knitted product, weft knitted product  woven woollen fabric □ Most appropriate finishes for the above products  woven cotton fabric

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 235 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

 cotton yarn □  polyester warp knitted  weft knitted product 2 Understand how to 2.1 Identify and explain finishing □ Fault finding principles for materials and equipment used in prevent faults faults in: textile finishing processes when carrying out  woven products □ Finishing faults in woven products, knitted products, non- textile finishing woven products processes.  knitted products  non-woven products □ Causes of faults 2.2 Explain how to prevent faults in □ Preventative measures to avoid faults in finishing processes textile finishing processes. 3 Understand 3.1 Outline the possible □ Chemicals used in textile finishing processes, e.g. dyes, environmental environmental contamination acids, alkalis, polymers, bleaches, resins issues when that may occur from textile □ Sources of potential environmental contamination, e.g. carrying out textile finishing processes. waste disposal, emissions, source of materials finishing processes. 3.2 Identify the current legislation □ Current environmental legislation relating to textile designed to protect the finishing processes, e.g. Integrated Pollution Prevention and environment from contamination Control (IPPC) Directive, Emission Trading Systems (ETS), from these processes and Regulation on Registration, Evaluation, Authorisation and analyse what this means for the Restriction of Chemicals (REACH) industry. □ Other regulations and regulatory bodies, e.g. Control of Substances Hazardous to Health (COSHH), Health and Safety Executive (HSE), UK Fashion & Textiles Association (UKFT), company policies

236 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Industry responsibilities, e.g. compliance with legislation (risk assessments, chemical waste disposal, PPE, minimising risks, safe disposal of chemical waste (COSHH), safe control of emissions, safe working environment), training staff, accurate record keeping □ Other implications for the industry, e.g. cost, time 4 Understand the 4.1 Identify machine components □ Textile finishing machinery, e.g. singeing machines, bleaching, electrical and and explain their functions. mercerising, stenter, hydro extractor, driers (cylinder, flat), pneumatic dyeing machines, rotary printer, compactor, felt finisher requirements of □ Machine components, e.g. fabric feed, cloth guide, tension machinery used in bars, brushes; rollers, e.g. guide, pressure, tensioning; textile finishing padders, moisture control, blowers, steaming devices, gas processes. burners (singeing), rails, tracks, power supply, water supply □ Function of various components □ Machinery requirements, e.g. mechanical, electrical, electronic, pneumatic, hydraulic 5 Understand how to 5.1 Identify and explain the type □ Main lubricants used to maintain machinery maintain machines and use of the main lubricants □ Use of lubricants, e.g. easing moving parts, rails, tracks, used in textile and tools used to maintain rollers; moisture control; tension control etc finishing machinery. processes. □ Type and use of tools, e.g. for servicing equipment 5.2 Explain the planned □ Planned machine maintenance processes, e.g. regular visual maintenance processes for checks for worn/damaged parts, routine servicing to machinery. manufacturers recommendations/instructions, company policies and procedures, maintenance logs, use of machine component diagrams/manuals/data sheets, use of standard documentation

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 237 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

5.3 Analyse the advantages and □ Advantages of planned machine maintenance processes, disadvantages of these e.g. major breakdowns avoided, minimises wastage, processes. materials, work time, cost; cost effective, e.g. allows for forward planning, creates safe working environment, compliance with current Health & Safety legislation □ Disadvantages of planned machine maintenance, e.g. lost production, machines out of use, operator out of use; cost implications, time consuming 5.4 Describe and explain machine □ Machine fault finding principles and techniques including fault-finding principles and regular checks for worn/damaged parts, logical fault finding techniques. methods to identify problems, use of appropriate tools and equipment □ Machine fault identification, e.g. mechanical, electrical, electronic, pneumatic, programming faults 5.5 Select four machine faults and □ Faults which can occur in machines, e.g. mechanical carry out a fault analysis safely. breakdown, electrical/electronic faults, fluid power faults, water leaks □ Causes of faults in machines, e.g. poor maintenance, lack of lubricant, wear and tear; programming errors; operator error □ Safe working practice, e.g. legislation (Health and Safety at Work Act 1974, environmental), manufacturers’ instructions (data sheets, equipment operating procedures), company procedures (rules, codes, guidelines, standards), reporting procedures

238 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 46: Textile Manufacturing Techniques

Unit reference number: R/502/2281 Level: 2 Credit value: 6 Guided learning hours: 50

Unit aim

The aim of this unit is to provide knowledge and awareness of the materials and processes involved in textile manufacture and the relevant health and safety procedures essential to ensuring a safe working environment.

This will include:  the potential health and safety hazards in textile manufacturing  interpreting a specification to produce a textile product  importance of following specifications  the different types of manufacturing techniques used in textile operations  reasons for potential textile manufacture faults  maintaining a safe working environment  safe disposal and handling procedures for hazardous substances used in textile manufacture.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

TEX1, TEX 16

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 239 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about 1.1 Identify any potential health and □ Potential health and safety hazards within textile production potential hazards. safety hazards within their processes (materials, chemicals, machinery, emissions, textile production process. dust, slip, trip) □ Risk assessments, manufacturers’ instructions, data sheets, COSHH records 2 Know how to 2.1 Describe the different types of □ Manufacturing techniques used in textile operations, e.g. interpret a manufacturing techniques used weaving (plain, twill, satin), knitting (warp, weft, lace), non specification to in their textile operations. woven (bonded fibres, felt), finishing, dyeing, printing produce a textile 2.2 Interpret a specification to □ Interpreting specifications product. ensure work instructions are □ Clarifying specifications met, including: □ Work instructions determined from specifications, e.g.  operational operational sequence/methodology, dimensions, product sequence/methodology quality, tolerances, appearance, minimisation of waste  dimensions  product quality  tolerances  appearance  minimisation of waste 2.3 Identify their manufacturing □ Manufacturing technique(s) (weaving, knitting, non weave technique(s) to produce a processes) to produce a specific product specific product.

240 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.4 Describe why it is important to □ Function of specifications, e.g. communicating designer’s follow specifications and the intentions; directions for setting up machines, operational consequences of not doing so. sequence, threading plans, tension, tolerances, dimensions, patterns, repeats, weave/knit units, colourways; quality control □ Consequences of not following specifications, e.g. poor quality finished product (appearance, dimensions, tension, patterns), operator errors, cost implications (material wastage, time) 3 Know about textile 3.1 Identify the reasons for potential □ Fault finding principles for materials and equipment used in manufacture textile manufacture faults with: textile production faults.  materials □ Faults which can occur in materials, e.g. yarns (breakages,  equipment and tools foreign matter, twist level, twist direction, uneven thickness, colour, texture); fabrics (holes, runs, creasing,  manual operations lines, texture, pilling, abrasion, colour run, oily/dirty marks) □ Faults which can occur in equipment and tools, e.g. mechanical breakdown, electrical/electronic faults, fluid power fault, oil leaks, contamination (dirt, oil), poorly maintained tools □ Faults which can occur in manual operations, e.g. incorrect settings/clearances 4 Know how to 4.1 Identify any hazardous □ Hazardous substances which could be used in textile maintain a safe substances which could be used manufacture, e.g. chemicals (acids, alkalis, resins, dyes) working in their textile manufacture. environment. 4.2 Explain the safe disposal method □ The safe disposal method and handling procedures for each and handling procedures for hazardous substance which could be used in textile each hazardous substance which manufacture (COSHH guidelines) could be used in their textile manufacture.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 241 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4.3 Describe actions required to □ Actions required to solve any problems in restoring textile solve any problems in restoring work environment their textile work environment. □ Guidance for maintaining safe working environment, e.g. legislation (Health and Safety at Work Act 1974, environmental), manufacturers’ instructions (data sheets, equipment operating procedures), company procedures (rules, codes, guidelines, standards), reporting procedures, 4.4 Identify safe storage methods □ Safe storage methods for materials, tools and equipment for materials, tools and (COSHH guidelines), manufacturers’ instructions, data equipment. sheets, company guidelines, signage

242 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 47: Textiles Testing

Unit reference number: D/502/2283 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of the principles and practice of textile testing.

This will include:  textile testing methodologies  equipment calibration  equipment maintenance.

Essential resources

Learners will require access to testing facilities.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

MTP3, MTP4, MTP6, MTP8, MTP11, MTP12, MTP14, MTP15, MTP16, MTP18, MTP21, MTP24, MTP33, MTP34

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 243 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Describe basic procedures for □ Sample identification, e.g. differentiation, labelling principles and textile testing. □ Preparing standards for testing, e.g. working to Standard methods of textile Operating Procedures (SOPs) testing. □ Data collection, e.g. recording and collecting data, keeping accurate records, validation of test results □ Standard test controlled conditions, e.g. temperature, relative humidity, light, □ Variables, e.g. test variables, sample condition, variable limits tolerances, control of variables □ Equipment, e.g. types, identification, suitability checks, calibration, servicing, faults and corrective action □ Other issues, e.g. health and safety, use of Personal Protective Equipment, COSHH, waste generation and disposal □ Physical test methods (fibre classification), e.g. vegetable, animal, man-made (fibre structure/identification), e.g. chemical, fine, gross, microscopy (fibre faults), e.g. wool modulation, discolouration, fused man-made fibres (yarn classification), e.g. staple, worsted/semi-worsted, continuous filament (yarn counting systems), e.g. direct, indirect (yarn properties), e.g. twist level, twist direction, regularity/irregularity, hairiness, friction

244 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Mechanical test methods (fibre/yarn elasticity), e.g. relaxation, crimp testing, constant tension winding □ Fabric, e.g. tear, strength, abrasion, burst strength, seam slippage, air permeability (product wear), e.g. abrasion, pilling, snagging, user trials (handle), e.g. stiffness, handle, drape, bending rigidity, flexural rigidity, bending modulus, crease recovery, elasticity □ Chemical test methods (colour), e.g. lightfastness, resistance to abrasion, perspiration, dry cleaning (Fibre identification), e.g. acid, alkali, burning, staining, melting □ Moisture regain, e.g. methods of measurement, calculation (Fabric behaviour in water/moisture), e.g. resistance, absorption, shrinkage (Effect of moisture on textiles), e.g. increase/decrease in strength or elasticity □ Results analysis, classification and variation, e.g. fibre length frequency distribution 1.2 Explain the different systems for □ Statistical methods of sample size determination, e.g. calculating and presenting test sampling from population, random, calculations, size, test results. frequency □ Mathematical techniques, e.g. averaging results, variation □ Methods of presenting data, e.g. graphs, statistical frequency distributions, frequency curves, frequency polygons, quality control charts □ Difference between objective and subjective testing methods, e.g. use of electronic software, manual methods

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 245 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

1.3 Identify the tests required for □ Variety of test types from different categories (physical, four products. Prepare samples mechanical, wash/light fastness, e.g. weight, length, and carry out tests on them. strength, stretch, abrasion chemical resistance □ Sample preparation techniques, e.g. number, size, mounting if necessary □ Standard test procedures, e.g. British Standards (BSI), American Standards Testing (ASTM), International Standards Organisation (ISO), European Standards (EN) 1.4 Record and validate the data □ Keep accurate written records produced from the tests. □ Compare to control sample 1.5 Carry out calculations. □ Simple test data analysis, e.g. average reading, upper and lower limits of variation, frequency distribution of results, significance, confidence limits, accuracy 2 Understand the 2.1 Explain the procedures and □ Calibration techniques, e.g. rebalancing equipment, procedures for routines for calibrating adjusting equipment calibrating testing equipment. □ Frequency, e.g. time interval, test number interval between equipment. calibration □ Use of tools to calibrate equipment, e.g. rulers, spanners □ Calibration validity tests □ Accurate record keeping □ Decision making, e.g. faulty equipment, failed equipment

246 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.2 Describe the methods of □ Standard operating procedures, e.g. equipment set-up, calibration for three types of controlled conditions testing equipment. □ Health and safety requirements, e.g. PPE, COSHH, manual lifting □ Pre-calibration requirements, e.g. calibration specification, tolerances, limits, test interval □ Calibration, e.g. procedure, verification of results □ Post-calibration requirements, e.g. equipment labelling, accurate record of results, certification □ Deviations, e.g. non-calibration, irregular results 2.3 Carry out calibration procedures □ Health and safety requirements, e.g. PPE, COSHH, manual on two pieces of testing. lifting equipment complying with □ Standard operating procedures, e.g. equipment set-up, health and safety requirements. controlled conditions □ Test standards, e.g. in-house standards, standard test procedures □ Calibration, e.g. procedure, verification of results □ Deviations, e.g. significance of non-calibration, irregular results □ Accurate record of results (certification) 2.4 Maintain records of calibration □ Accurate record of results (certification), e.g. clear, concise, activities. appropriate detail

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 247 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Understand how to 3.1 Identify and explain the type □ Types of lubricants, e.g. mineral, organic, synthetic maintain and use of the main lubricants □ Use of lubricants, e.g. gears, joints, belts, moving parts, equipment. and tools used to maintain anti-corrosion equipment. □ Types of tools, e.g. standard tools, specific tools □ Uses of tools, e.g. dismantling, assembly, adjustment □ Maintenance procedures and frequency 3.2 Explain the planned □ Procedures, e.g. Standard Operating Procedures or specific maintenance processes for in-house procedures equipment. □ Frequency of maintenance schedule □ Accurate record of results 3.3 Analyse the advantages and □ Advantages, e.g. fewer break downs if regularly maintained, disadvantages of these issues picked up quickly before escalating processes. □ Disadvantages, e.g. machine/equipment out of use during maintenance, cost, time 3.4 Produce a checklist for a planned □ Checklist, e.g. specific checks required, standards to check equipment maintenance routine. against, rules and regulations to check against 3.5 Describe and explain fault □ Fault identification finding principles and □ Reason for fault, e.g. mechanical breakage, raw material, techniques. processing □ Remedial actions, e.g. repair, remake or reject □ Effect of fault, e.g. on business, final product, next manufacturing process □ Keeping accurate records, e.g. clear, concise, labelling, informing relevant staff

248 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3.6 Select a minimum of four □ Identify equipment fault, e.g. electrical, mechanical, equipment faults in testing computer settings, calibration equipment. Identify the causes □ Shut down (equipment isolation), e.g. Standard Operating and carry out methods of Procedures, electrical isolation, cordon off, label accurately rectification safely. □ Rectify equipment faults, e.g. fix parts, replace parts, new parts, reconditioned, check electrical connections, clean equipment □ Health and safety requirements

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 249 Issue 2 — September 2017 © Pearson Education Limited 2017

250 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 48: Textile Dyeing and Printing

Unit reference number: R/502/2281 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of the principles and processes involved in textile colouration and printing processes.

This will include:  the principles and processes of textile dyeing and printing  preparatory processes in dyeing and printing textiles  production cycles and processing sequences of dyeing and printing processes  environmental issues related to textile dyeing and printing processes  fault finding principles  requirements of machinery used in textile colouration processes  machine maintenance and safe working practices.

Essential resources

For this unit, centres need access to appropriate machinery and equipment.

Mapping to national occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

MTP3, MTP4, MTP6, MTP8, MTP11, MTP14, MTP15, MTP16, MTP18, MTP21, MTP28, MTP29, MTP35, MTP36, MTP37, MTP38

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 251 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Explain the basic principles of □ The basic principles of dyeing, including after-treatments principles and dyeing, including after- where applicable processes involved treatments where applicable for □ Dyeing processes for different fibres types including: in the textile 2 natural and 2 manufactured colouration fibres.  natural fibres, e.g. wool, cotton, bast (linen, flax, hemp processes. etc), silk  manufactured fibres, e.g. polyester, nylon, acetates, PVC, elastomers, (lycra etc.) 1.2 Explain the processing □ The processing sequences from substrate preparation to sequences from substrate dyed textiles products preparation to dyed textiles □ Main textile dyeing processes, e.g. winch dyeing, jig dyeing, products for the following: pad-steam dyeing, cone yarn dyeing, hank dyeing, fibre  winch dyeing dying  jig dyeing □ Characteristics of the different dyeing processes  pad-steam dyeing  cone yarn dyeing  hank dyeing  fibre dying

252 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

1.3 Create recipes and carry out □ Types of textile dyes and their application, e.g. acid dyes dyeing for 2 textile products (for wool, silk, nylon), reactive dyes (wool, cotton, linen, made of different fibre types. viscose), direct/substantive dyes (for wool blends, silk, cotton, linen, cellulose fibres), mordant dyes (for cellulose fibres, wool, silk, cotton), sulphur dyes (for cellulose fibres), azoic dyes (cotton), vat dyes (wool, silk, cotton, linen, lycra), disperse dyes ( polyesters, nylon, PVC, cellulose

acetates) □ Factors influencing recipes, e.g. composition of fibre/yarn/fabric to be treated, available equipment, end use, requirement for colour/light fastness, reaction to washing, desired hue, cost implications □ How to create dye recipes for textiles 2 Understand the 2.1 Explain the processes and □ The main processes and methods involved in textile principles and methods involved in printing. printing, e.g. application of colour (paste etc), fixation processes involved (steaming or heating), washing (to remove excess dye, in textile printing thickeners etc). processes. □ Main printing styles, e.g. direct, discharge, resist 2.2 Explain the processing □ The processing sequences from substrate preparation to sequences from substrate printed textiles products preparation to printed textiles □ Main textile printing processes including block, roller, rotary products for the following: screen, transfer, digital  rotary screen printing □ Characteristics of different printing processes  transfer printing  block printing  roller printing  digital printing

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 253 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.3 Create recipes and carry out □ How to create recipes for printing textiles printing for 2 textile products □ Printing processes for different fibres types including natural made of different fibre types. fibres, e.g. wool, cotton, bast (linen, flax, hemp etc), silk etc, manufactured fibres, e.g. polyester, nylon, acetates, PVC, elastomers (lycra etc)

□ Factors influencing recipes, e.g. compatibility of components, composition of fibre/yarn/fabric to be printed, source of colour (pigment, dye, other material), viscosity of print paste, available equipment, end use, requirement for colour/light fastness, reaction to washing, desired hue, cost implications 3 Understand how to 3.1 Identify and explain dyeing and □ Fault finding principles for materials and equipment used in prevent faults printing faults in: dyeing and printing processes when printing and  fabric □ Dyeing and printing faults in fabric, fibres, garment, hosiery dyeing textiles.  fibres □ Faults in dyed and printed textiles, e.g. unevenness of  garment colour, colour fade  hosiery □ Causes of faults 3.2 Explain how to prevent dyeing □ Preventative measures to avoid faults in dyeing and printing and printing faults. processes, e.g. control of dyeing conditions, rate of dyeing (restraining agents), rate of cooling, control of printing conditions and processes, compatibility of components 4 Understand 4.1 Outline the possible □ Chemicals used in textile dyeing and printing processes, environmental environmental contamination e.g. some dyes, acids, alkalis, sulphur, bleach, metal salts issues when that may occur from dyeing and □ Sources of potential environmental contamination, e.g. dyeing and printing textiles. waste disposal, effluents, emissions, source of materials printing textiles.

254 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4.2 Identify the current legislation □ Current environmental legislation relating to textile designed to protect the finishing processes, e.g. Integrated Pollution Prevention and environment from contamination Control (IPPC) Directive, Emission Trading Systems (ETS), from these processes and Regulation on Registration, Evaluation, Authorisation and analyse what this means for the Restriction of Chemicals (REACH) industry. □ Other regulations and regulatory bodies, e.g. Control of Substances Hazardous to Health (COSHH), Health & Safety Executive (HSE), UK Fashion & Textiles Association (UKFT), company policies □ Industry responsibilities, e.g. compliance with legislation (risk assessments, chemical waste disposal, PPE, minimising risks, safe disposal of chemical waste (COSHH), safe control of emissions, safe working environment), training staff, accurate record keeping □ Other implications for the industry, e.g. cost, time 5 Understand the 5.1 Identify machine components □ Machinery used in textile dyeing and printing processes, electrical and and explain their functions. e.g. dyeing machines (winch, jig, conical-pan loose-stock pneumatic machine), equipment for requirements of heating/steaming/cooling/circulating (products/dye), machinery used in printing machines (roller, screen, heat transfer) dyeing and □ Machine components, e.g. dyebath, rollers, heaters, pumps, printing. bearings, printing screens (flat, rotary), hydraulic/pneumatic mechanisms, instrument panels, power supply, water supply etc □ Function of various components □ Machinery requirements, e.g. mechanical, electrical, electronic, pneumatic, hydraulic

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 255 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

6 Understand how to 6.1 Identify and explain the type □ Main lubricants used to maintain machinery maintain machines and use of the main lubricants □ Use of lubricants, e.g. easing moving parts (rollers, used in dyeing and and tools used to maintain bearings, screens etc) printing. machinery. □ Type and use of tools, e.g. for servicing equipment, adjusting, setting etc 6.2 Explain the planned □ Planned machine maintenance processes, e.g. regular visual maintenance processes for checks for worn/damaged parts, routine servicing to machinery. manufacturers recommendations/instructions, company policies and procedures, maintenance logs, use of machine component diagrams/manuals/data sheets, use of standard documentation 6.3 Analyse the advantages and □ Advantages of planned machine maintenance processes, disadvantages of these e.g. major breakdowns avoided, minimises wastage processes. (materials, work time, cost), cost effective, allows for forward planning, creates safe working environment, compliance with current Health & Safety legislation □ Disadvantages of planned machine maintenance, e.g. lost production (machines out of use, operator out of use), cost implications, time consuming 6.4 Describe and explain machine □ Machine fault finding principles and techniques including faultfinding principles and regular checks for worn/damaged parts, logical fault finding techniques. methods to identify problems, use of appropriate tools and equipment □ Machine fault identification e.g. mechanical, electrical, electronic, pneumatic, programming faults

256 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

6.5 Select four machine faults and □ Faults which can occur in machines e.g. mechanical carry out a fault analysis safely. breakdown, electrical/electronic faults, fluid power faults, leaks (oil, water, dyes) □ Causes of faults in machines e.g. poor maintenance (lack of lubricant, wear and tear), programming errors, operator error etc □ Safe working practice, e.g. legislation (Health and Safety at Work Act 1974, environmental), manufacturers’ instructions (data sheets, equipment operating procedures), company procedures (rules, codes, guidelines, standards), reporting procedures

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 257 Issue 2 — September 2017 © Pearson Education Limited 2017

258 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 49: Understanding Health and Safety and Associated Employer Rights and Responsibilities within the Apparel, Footwear, Leather or Textiles Industry

Unit reference number: K/600/1723 Level: 2 Credit value: 3 Guided learning hours: 30

Unit aim

The aim of this unit is to provide learners with an understanding and knowledge of health and safety policies, procedures and the principles of employer rights and responsibilities within the apparel, footwear and leather or textile industry.

This will include:  the main principles of health and safety at work legislation  responsibilities in the place of work relating to health and safety  employment law and statutory rights and responsibilities  procedures and documentation within the organisation  the function of trade unions within the industry.

Essential resources

There are no special resources needed for this unit.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Sewn Products NOS:

MSP1

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 259 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Know about 1.1 Identify the main principles and □ Main principles and facts of health and safety legislation current health and facts about the current Health (Health and Safety at Work Act 1974 and amendments, safety at work and Safety at Work legislation. Management of Health and Safety at Work 1993, 2006) legislation. □ Other regulations, e.g. Controls Of Substances Hazardous to Health (COSHH), Personal Protective Equipment Regulations, Manual handling regulations, Control of Noise at Work Regulations 2005, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR), Working at Heights Regulations □ Environmental requirements 2 Know about own 2.1 Identify the responsibilities for □ Company procedures responsibilities in health and safety in their job □ Legal requirements the place of work description. relating to health □ Emergency procedures and safety. □ Fire safety requirements □ Control of risks □ Dealing with hazardous substances □ Handling waste and debris and moving to safe locations □ Correct ways of lifting and handling heavy loads □ Use of personal protective equipment

260 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Documentation to record and report incidents, e.g. fire, accidents □ Keep accurate records, e.g. complete forms, reports and other □ Expectations of own job role in contributing to maintaining the security and safety of the workplace □ Staff training for others in health and safety responsibilities and procedures 2.2 Identify any risk assessment and □ Risk assessments related to work activities, e.g. identifying supplier’s instructions for the the most likely hazards and emergencies in the workplace safe use of machines, tools, and how to deal with them, how to minimise risks in own equipment and substances that role; complete company paperwork relating to risk may be used in their job role. assessments □ Suppliers instructions, e.g. machines, tools, equipment, substances used in job role □ Correct display of health and safety instructions relating to the safe use of any machinery, tools and equipment used in their place of work □ Disseminate information as appropriate 3 Know how to use 3.1 Know how to use personal □ Common, e.g. gloves, footwear, headwear, respiratory personal protective protective equipment. protection, eye/face protection, ear protection equipment. □ Other, e.g. apron, hair protection, disposable overalls 3.2 Select appropriate personal □ In relation to own industry and roles of self and employees protective equipment for specific tasks.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 261 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3.3 Follow instructions for the □ Correct use, e.g. following manufacturers’ instructions, correct use and maintenance of company procedures personal protective equipment. □ Correct maintenance, e.g. expiry dates, damage, cleaning, storage, disposal 4 Know how to lift 4.1 Identify and explain the correct □ Methods, e.g. follow HSE manual handling guidelines and handle heavy methods for lifting and handling □ Heavy loads, e.g. load and off-load transporters and loads. of heavy loads. machines 5 Know what action 5.1 Describe the action that needs to □ Location and type of incident to take in the case be taken in an emergency. □ Emergencies, e.g. accident and injuries to persons, fire, of an emergency. faulty machinery, contamination from chemicals such as leaks, spillages, gas emissions, explosions □ Actions, e.g. raising alarm, seeking assistance, isolating dangerous areas, procedures for shut down and evacuation, reporting procedures 5.2 Identify the person to report to □ Reporting of problems outside area of responsibility to the in the case of an emergency. appropriate person, e.g. fire warden, first aider, health and safety manager, HR, line manager 6 Know the 6.1 Describe the organisations □ Organisation’s procedures, e.g. responding, recording, organisations procedures for recording and reporting procedures for reporting accidents. responding to accidents.

262 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

7 Know about 7.1 Identify their own statutory □ Difference between employee rights and employee statutory rights rights and responsibilities in responsibilities and responsibilities employment. □ Current employment legislation to include statutory rights, in employment. e.g. national minimum wage rates, annual leave and holidays, working time limits, rest breaks □ Contract of employment, e.g. terms and conditions, flexible working, temporary, permanent, full time and part time. □ Current anti-discrimination legislation, e.g. Equality Act 2010 relating to gender, race, religion, disability, age □ Other, e.g. data protection 7.2 Explain the standards of □ Company procedures, e.g. confidentiality, personal use of behaviour expected within the communication networks, punctuality, absenteeism business. □ Communicate effectively with colleagues □ Involve, motivate and support others 8 Know where to 8.1 Identify the procedures and □ Employment procedures, e.g. equality of opportunity, access information documentation within the recruitment procedures. and advice organisation and where it may □ Employment documentation, e.g. job descriptions, concerning be found. performance reviews, company policy and procedures, employment. health and safety □ Location of employment information, e.g. HR department; organisation’s website/intranet, notice-boards

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 263 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

9 Know about the 9.1 Explain the role of trade unions □ Trade unions in the apparel, footwear, leather or textile function of trade (where applicable), including the industry, e.g. British Footwear Association (BFA), European unions. legal actions and training Textile Collectives Association (ACTE) European Apparel and resources they can implement Textile Organisation (Euratex) UNITE and advise on. □ Protect interests of employees □ Negotiate with management □ Provide legal assistance □ Provide legal advice □ Access to information and training resources □ Support career development

264 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 50: Warp Knitting and Lace

Unit reference number: H/502/2270 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of the processes involved in the production of warp knitting and lace from yarn preparation to final fabric production.

This will include:  the principles and processes of warp knitting production and lace manufacture  techniques for analysing and testing yarns and warp structures  fault finding principles  requirements of machinery used in warp knitting and lace production  machine maintenance.

Essential resources

For this unit, centres need access to appropriate machinery.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

MTP3, MTP4, MTP6, MTP8, MTP11, MTP12, MTP15, MTP16, MTP18, MTP21, MTP24

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 265 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Explain the manufacturing □ The main stages of the manufacturing process and principles and process and production cycle to production cycle for warp knitting and lace including yarn processes of warp include: preparation, bobbins, creel, beam, threading; knitting and knitting production control elements, e.g. yarn feeder, tension, technical drafts,  preparation of yarn for and lace computerised patterns; operating procedures; production, knitting manufacture. e.g. knitting systems; samples checked against  basic knitting and control specification; modifications; finishing processes; variations elements to basic knitting  basic operating skills □ Specific terminology used in warp knitting and lace fabric production  basic production systems  variations to basic knitting 1.2 Identify and explain the □ Production sequences for warp knitted fabrics from yarn to production sequences from yarn: finished product, e.g. inputs, yarn selection and to finished product for preparation, design specifications, machine setting up specifications, programming machine, threading,  tricot warp knitting tensioning; processes, e.g. operating skills, production  Raschel warp knitting systems; outputs, e.g. first sample to check measurements, finished fabric; production records  Leavers lace □ Variations of above and the relevant machinery for tricot, Raschel, Leavers lace

266 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

1.3 Explain the yarn path from yarn □ Types of warp knitting machines, e.g. tricot, Raschel, supply to fabric take off for compound, Leavers lace  tricot warp knitting machines □ Yarn path from supply to fabric take off for each of the listed machines, e.g. preparation, yarn, warp beam, creel,  Raschel warp knitting tension, threading plans; threading, e.g. bobbins, warp machines path, rollers, guide bars; loading beam onto loom; stitch  compound warp knitting formation, e.g. warp/weft, courses/wales; fabric take off machines  leavers lace machines 1.4 Explain factors influencing □ Factors influencing handling characteristics of materials handling characteristics of during processing, e.g. compatibility (materials, machines),

materials during processing. machine capabilities/characteristics, quality control □ Yarn characteristics, e.g. size, configuration, strength, fibre content, thickness, uniformity, twist level, twist direction, liveliness, count, gauge, elasticity, material composition, colour fastness □ Any other devices used to alter the appearance of the knit 1.5 Describe how production □ Methods of calculating production resource requirements, resource requirements are e.g. use of formulae calculated. □ How to calculate yarn requirements □ How to predict production rate

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 267 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2 Be able to identify 2.1 Describe and explain fault □ Fault finding principles for yarns and fabrics in warp knitting and analyse faults. finding principles. and lace □ Faults which can occur in yarns, e.g. breakages, foreign matter, twist level, twist direction, uneven thickness, colour, texture □ Faults which can occur in machines, e.g. mechanical breakdown, electrical/electronic faults, fluid power fault, incorrect settings/clearances, short rows □ Faults which can occur in fabrics, e.g. holes, runs, creasing, lines, texture, pilling, abrasion, colour run, oily/dirty marks 2.2 Describe sample analysis □ Industry sample analysis tests, e.g. fibres, I.D., regain techniques used in the industry. tests, diameter, length; yarns, e.g. count, twist, strength; fabrics, e.g. fabric analysis, tensile, pilling, abrasion, crease resistance, colour fastness □ Other tests, e.g. visual inspection, handling, deconstructing, use of standard documentation/records □ Main functions of sample analysis, e.g. to determine structure, material composition, check against specification, identify appropriate machinery, evaluate, recommendations for modifications, accurate records for future reference 2.3 Undertake tests on at least 2 □ Applying sample analysis testing on yarns natural and 2 manufactured □ Natural and manufactured yarn characteristics, e.g. yarns for: strength, fibre content, thickness, uniformity, twist level,  strength twist direction, liveliness, count, gauge, elasticity, material  twist composition, colour fastness  count □ Accurate record keeping, e.g. fabric notations, samples and sample evaluation, production processes, standard documentation

268 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.4 Analyse two warp knitted □ Applying sample analysis testing techniques on warp structures and for each: knitted structures a) produce fabric notations □ Types of warp knitted structures, e.g. tricot, Raschel, lace, b) measure fabric parameters tubular, rectangular c) carry out calculations □ Warp knitted fabric characteristics, e.g. knitting quality, weight, repeats, wales, courses, stability, handling, dimensions, porosity, strength, colour fastness, finish □ How to produce fabric notations, measure fabric parameters and carry out calculations, e.g. courses per unit width, wales per unit length, stitch density, loop length, weight of

fabric per unit area, surface density, fabric thickness, production capabilities, documentation 2.5 Examine the following yarns in a □ Characteristics of natural, manufactured and blended fibres natural, manufactured fibre and □ Faults which can occur in yarns, e.g. breakages, foreign blended fibre form to identify matter, twist level, twist direction, irregularities, uneven faults and provide explanations thickness etc for the causes of each of them:  single □ Potential causes of faults in yarns, e.g. errors in preparation, fibre issues, joins, contamination (oil, dirt,  folded foreign matter)  fancy 3 Understand the 3.1 Identify machine components □ Machine components, e.g. needles (bearded, latch), needle electrical and and explain their functions. plate/bed (flat, circular, single, double), yarn feeders, yarn pneumatic guide, tension controllers, carriage, pattern wheels, requirements of bobbins, creel, beam, power supply, etc machinery used in □ Machinery requirements, e.g. mechanical, electrical, warp knitting and electronic, pneumatic, hydraulic lace. □ Factors affecting machine performance, e.g. yarn strength, sizing, ambient conditions

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 269 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4 Understand how to 4.1 Identify and explain the type □ Main lubricants used to maintain machinery maintain warp and use of the main lubricants □ Use of lubricants, e.g. easing moving parts (needles, cam knitting machines. and tools used to maintain carriage) machinery. □ Type and use of tools, e.g. for setting/adjusting clearances, removing needles, servicing equipment 4.2 Explain the planned □ Planned machine maintenance processes, e.g. regular visual maintenance processes for checks for worn/damaged parts, routine servicing to machinery. manufacturers recommendations/instructions, company policies and procedures, maintenance logs, use of machine component diagrams/manuals/data sheets, use of standard documentation 4.3 Analyse the advantages and □ Advantages of planned machine maintenance processes, disadvantages of these e.g. major breakdowns avoided, minimises wastage processes. (materials, work time, cost), cost effective, allows for forward planning, creates safe working environment, compliance with current health and safety legislation □ Disadvantages of planned machine maintenance, e.g. lost production (machines out of use, operator out of use), cost implications, time consuming 4.4 Describe and explain machine □ Machine fault finding principles and techniques including: fault finding principles and  regular checks for worn/damaged parts techniques.  logical fault finding methods to identify problems  use of appropriate tools and equipment □ Machine fault identification, e.g. mechanical, electrical, electronic, pneumatic, programming faults,

270 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4.5 Select four machine faults and □ Faults which can occur in machines, e.g. mechanical carry out a fault analysis safely. breakdown, electrical/electronic faults, fluid power faults, □ Causes of faults in machines, e.g. poor maintenance (lack of lubricant, bent needles), wear and tear, needle threading errors, programming errors, clearance settings etc □ Safe working practice, e.g. legislation (Health and Safety at Work Act 1974, environmental), manufacturers’ instructions (data sheets, equipment operating procedures), company procedures (rules, codes, guidelines, standards), reporting procedures

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 271 Issue 2 — September 2017 © Pearson Education Limited 2017

272 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 51: Weaving

Unit reference number: K/502/2271 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of the processes involved in the production of woven fabrics from yarn preparation to final fabric production.

This will include:  the principles and processes of woven fabric production  techniques for analysing and testing yarns and woven structures  fault finding principles  requirements of machinery used in weaving  machine maintenance.

Essential resources

For this unit, centres need access to appropriate machinery.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

TEX 21, 22, 23, 24, 26, 29, 30, 36

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 273 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Explain the manufacturing □ The main stages of the manufacturing process and principles and process and production cycle of production cycle for woven fabrics, e.g. yarn preparation, processes of woven fabrics to include: warp, weft, shuttle; setting up to specification, (weave weaving.  preparation of yarn for drafts, design specifications); operating skills, (shedding, weaving picking, beating up, taking up, letting off); production systems; samples checked against specification;  setting up to specification modifications; finishing processes; variations to basic  basic operating skills weaving  basic production systems □ Specific terminology used in woven fabric production  variations to basic weaving 1.2 Explain machine capabilities and □ Researching machine capabilities and their characteristics their characteristics. 1.3 Describe the compatibility of □ Investigating compatibility of materials and machines machines and materials. 1.4 Explain factors influencing □ Factors influencing handling characteristics of materials handling characteristics of during production, e.g. compatibility, materials, machines; materials during production. machine capabilities/characteristics; tension; quality control □ Yarn characteristics, e.g. size, configuration, strength, fibre content, thickness, uniformity, twist level, twist direction, liveliness, count, gauge, elasticity, material composition, colour fastness □ Any other devices used to alter the appearance of the weave

274 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

1.5 Describe how production □ Methods of calculating production resource requirements, resource requirements are e.g. use of formulae calculated. □ How to calculate yarn requirements □ How to predict production rate 2 Be able to identify 2.1 Describe and explain fault □ Fault finding principles for materials and equipment used in and analyse faults. finding principles. woven fabric production □ Faults which can occur in yarns, e.g. breakages, foreign matter, twist level, twist direction, uneven thickness, colour, texture □ Faults which can occur in machines, e.g. mechanical breakdown, electrical/electronic faults, fluid power fault, incorrect settings/clearances □ Faults which can occur in fabrics, e.g. holes, runs, creasing, lines, texture, pilling, abrasion, colour run, oily/dirty marks 2.2 Describe sample analysis □ Industry sample analysis tests, e.g. fibres, ( I.D., regain techniques used in the industry. tests, diameter, length); yarns, ( count, twist, strength); fabrics, (fabric analysis, tensile, pilling, abrasion, crease resistance, colour fastness) □ Other tests, e.g. visual inspection, handling, deconstructing, use of standard documentation/records □ Main functions of sample analysis, e.g. to determine structure, material composition, check against specification, identify appropriate machinery, evaluate, recommendations for modifications, accurate records for future reference

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 275 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.3 Undertake tests on natural and □ Testing natural and manufactured yarns manufactured fibre yarns for: □ Natural and manufactured yarn characteristics, e.g.  strength strength, fibre content, thickness, uniformity, twist level,  twist twist direction, liveliness, count, gauge, elasticity, material composition, colour fastness  count □ Accurate record keeping, e.g. fabric notations, samples and sample evaluation, production processes, standard documentation 2.4 Analyse two woven fabrics and □ Applying sample analysis testing techniques on woven for each: structures  produce fabric notations □ Types of woven structures, e.g. plain fabric, twill, satin and  measure fabric parameters sateen weaves  carry out calculations □ Woven fabric characteristics, e.g. weave quality, weight, repeats, stability, handling, dimensions, porosity, strength, colour fastness, finish □ How to produce fabric notations, measure fabric parameters and carry out calculations, e.g. weight of fabric per unit area, surface density, fabric thickness, production capabilities, documentation 2.5 Examine the following yarns in a □ Characteristics of natural, manufactured and blended fibres natural, manufactured fibre and □ Faults which can occur in yarns, e.g. breakages, foreign blended fibre form to identify matter, twist level, twist direction, irregularities, uneven faults and provide explanations thickness etc for the causes of each of them:  single □ Potential causes of faults in yarns, e.g. errors in preparation, fibre issues, joins, tension, contamination (oil,  folded dirt, foreign matter)  fancy

276 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Understand the 3.1 Identify machine components □ Machine components of weaving looms, e.g. shuttles, electrical and and explain their functions. frame, shedding mechanism, beating up/battening pneumatic mechanism, tensioning devices, power supply requirements of □ Machinery requirements, e.g. mechanical, electrical, machinery used in electronic, pneumatic, hydraulic weaving. □ Factors affecting machine performance, e.g. yarn strength, sizing, ambient conditions 4 Understand how to 4.1 Identify and explain the type □ Main lubricants used to maintain machinery maintain weaving and use of the main lubricants □ Use of lubricants, e.g. easing moving parts, shuttles, machines. and tools used to maintain battening and shedding mechanisms machinery. □ Type and use of tools, e.g. for setting/adjusting clearances, servicing equipment 4.2 Explain the planned □ Planned machine maintenance processes, e.g. regular visual maintenance processes for checks for worn/damaged parts, routine servicing to machinery. manufacturers recommendations/instructions, company policies and procedures, maintenance logs, use of machine component diagrams/manuals/data sheets, use of standard documentation 4.3 Analyse the advantages and □ Advantages of planned machine maintenance processes, disadvantages of these e.g. major breakdowns avoided, minimises wastage, processes. materials, work time, cost; cost effective; allows for forward planning, creates safe working environment; compliance with current health and safety legislation □ Disadvantages of planned machine maintenance, e.g. lost production, machines out of use, operator out of use; cost implications; time consuming

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 277 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4.4 Describe and explain machine □ Machine fault finding principles and techniques including fault finding principles and regular checks for worn/damaged parts, logical fault finding techniques. methods to identify problems, use of appropriate tools and equipment □ Machine fault identification, e.g. mechanical, electrical, electronic, pneumatic, programming faults 4.5 Select four machine faults and □ Faults which can occur in machines, e.g. mechanical carry out a fault analysis safely. breakdown, electrical/electronic faults, fluid power faults □ Causes of faults in machines, e.g. poor maintenance, lack of lubricant, wear and tear; threading errors; programming errors; clearance settings etc □ Safe working practice, e.g. legislation (Health and Safety at Work Act 1974, environmental), manufacturers’ instructions (data sheets, equipment operating procedures), company procedures (rules, codes, guidelines, standards), reporting procedures

278 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 52: Weft Knitting

Unit reference number: M/502/2269 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of the processes involved in the production of weft knitting from yarn preparation to final fabric production.

This will include:  the principles and processes of weft knitting production  fault finding and analysis  requirements and maintenance of machinery used in weft knitting.

Essential resources

For this unit, centres need access to appropriate machinery.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

TEX 21, 22, 23, 24, 26, 29, 30, 36

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 279 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Explain the manufacturing □ The main stages of the manufacturing process and principles and process and production cycle to production cycle for weft knitting, (yarn selection and processes for weft include: preparation, bobbins, spools, threading); setting knitting knitting  preparation of yarn for and control elements, (yarn feeder, tension, technical production. knitting drafts, computerised patterns); operating procedures; production, (knitting systems, samples checked against  basic knitting and control specification, modifications, finishing processes, variations elements to basic knitting)  basic operating procedures □ Specific terminology used in weft knitting production  basic knitting systems  variations to basic knitting 1.2 Identify and explain the □ Production sequences for weft knitted fabric from yarn to production sequences from yarn finished product, e.g. inputs, yarn selection and to finished product for: preparation, design specifications, machine setting up  fine gauge hosiery specifications, programming machine, threading, tensioning  coarse gauge hosiery □ Processes, e.g. operating skills, production systems  circular knitwear □ Outputs, e.g. first sample to check measurements, finished fabric, production records  flat bed knitwear □ Variations of above and the relevant machinery for fine gauge hosiery, coarse gauge hosiery, circular knitwear, □ Flat bed knitwear

280 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

1.3 Explain the yarn path from yarn □ Weft knitting machines, e.g. double jersey fabric machines, supply to fabric take off for: fine gauge hosiery machines, flat bed knitwear machines  double jersey fabric □ Yarn path from supply to fabric take off in weft circular and machines flat knitting processes, e.g. preparation, yarn, machine,  fine gauge hosiery machines tension, threading plans  flat bed knitwear machines □ Threading, e.g. bobbins, spool/s, thread order, specified feeders/thread path □ Stitch formation, e.g. warp/weft sequence □ Basic stitch types, e.g. plain, jersey, rib, purl; other stitch types ,tuck, plaited, float, fabric take off 1.4 Explain factors influencing □ Factors influencing handling characteristics of materials handling characteristics of during processing, e.g. compatibility (materials, machines), materials during processing. machine capabilities/characteristics, quality control □ Yarn characteristics, e.g. size, configuration, strength, fibre content, thickness, uniformity, twist level, twist direction, liveliness, count, gauge, elasticity, material composition, colour fastness □ Any other devices used to alter the appearance of the knit, e.g. Jacquard mechanisms, pattern wheels 2 Be able to identify 2.1 Describe and explain fault □ Fault finding principles for yarns and fabrics in weft knitting and analyse faults. finding principles. □ Faults which can occur in yarns, e.g. breakages, foreign matter, twist level, twist direction, uneven thickness □ Faults which can occur in machines, e.g. mechanical breakdown, electrical/electronic faults, fluid power fault, incorrect settings/clearances, short rows □ Faults which can occur in fabrics, e.g. holes, runs, creasing, lines, texture, oily/dirty marks

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 281 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.2 Describe sample analysis □ Industry sample analysis tests, e.g. fibres, I.D., regain techniques used in the industry. tests, diameter, length □ Yarns, e.g. count, twist, strength Fabrics e.g. fabric analysis, tensile, pilling, abrasion, crease resistance, colour fastness □ Other tests, e.g. visual inspection, handling, deconstructing, use of standard documentation/records □ Main functions of sample analysis, e.g. to determine structure, material composition, quality, check against specification, identify appropriate machinery, evaluate, recommendations for modifications, accurate records for future reference 2.3 Undertake tests on at least 2 □ Applying sample analysis testing on yarns natural and 2 manufactured □ Natural and manufactured yarn characteristics, e.g. yarns for: strength, fibre content, thickness, uniformity, twist level,  strength twist direction, liveliness, count, gauge, elasticity, material  twist composition, colour fastness  count □ Accurate record keeping, e.g. fabric notations, samples and sample evaluation, production processes, standard documentation

282 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

2.4 Analyse two weft knitted □ Applying sample analysis testing techniques on weft knitted structures and for each: structures a) produce fabric notations □ Types of weft knitted structures, e.g. circular, flat, b) measure fabric parameters single/multiple thread, fine gauge hosiery, coarse gauge c) carry out calculations hosiery, circular knitwear, flat bed knitwear □ Weft knitted fabric characteristics, e.g. knitting quality, weight, repeats, wales, courses, stability, handling, dimensions, porosity, strength, colour fastness, finish □ How to produce fabric notations, measure fabric parameters and carry out calculations, e.g. courses per unit width, wales per unit length, stitch density, loop length, weight of fabric per unit area, surface density, fabric thickness, production capabilities, documentation 2.5 Examine the following yarns in a □ Characteristics of natural, manufactured and blended fibres natural, manufactured fibre and □ Faults which can occur in yarns, e.g. breakages, foreign blended fibre form to identify matter, twist level, twist direction, irregularities, uneven faults and provide explanations thickness etc for the causes of each of them:  single □ Potential causes of faults in yarns, e.g. errors in preparation, fibre issues, joins, contamination (oil, dirt,  folded foreign matter)  fancy

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 283 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Understand the 3.1 Identify machine components □ Machine components and their functions, e.g. needles, electrical and and explain their functions. needle plate/bed (flat, circular, single, double), yarn pneumatic feeders, yarn guide, tension controllers, carriage, pattern requirements of wheels, bobbins, spools, power supply machinery used in □ Machinery requirements, e.g. mechanical, electrical, weft knitting. electronic, pneumatic, hydraulic □ Factors affecting machine performance, e.g. yarn strength, sizing, ambient conditions 4 Understand how to 4.1 Identify and explain the type □ Main lubricants used to maintain machinery maintain weft and use of the main lubricants □ Use of lubricants, e.g. easing moving parts (needles, cam knitting machines. and tools used to maintain carriage) machinery. □ Type and use of tools, e.g. for setting/adjusting clearances, removing needles, servicing equipment 4.2 Explain the planned □ Planned machine maintenance processes, e.g. regular visual maintenance processes for checks for worn/damaged parts, routine servicing to machinery. manufacturers recommendations/instructions, company policies and procedures, maintenance logs, use of machine component diagrams/manuals/data sheets, use of standard documentation 4.3 Analyse the advantages and □ Advantages of planned machine maintenance processes, disadvantages of these e.g. major breakdowns avoided, minimises wastage processes. (materials, work time, cost), cost effective, allows for forward planning, creates safe working environment, compliance with current health and safety legislation □ Disadvantages of planned machine maintenance, e.g. lost production (machines out of use, operator out of use), cost implications, time

284 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

4.4 Describe and explain machine □ Machine fault finding principles and techniques including fault finding principles and regular checks for worn/damaged parts, logical fault finding techniques. methods to identify problems, use of appropriate tools and equipment □ Machine fault identification, e.g. mechanical, electrical, electronic, pneumatic, programming faults 4.5 Select four machine faults and □ Faults which can occur in machines, e.g. mechanical carry out a fault analysis safely. breakdown, electrical/electronic faults, fluid power faults □ Causes of faults in machines, e.g. poor maintenance (lack of lubricant, bent needles), wear and tear, needle threading errors, programming errors, clearance settings □ Safe working practice, e.g. legislation (Health and Safety at Work Act 1974, environmental), manufacturers’ instructions (data sheets, equipment operating procedures), company procedures (rules, codes, guidelines, standards), reporting procedures

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 285 Issue 2 — September 2017 © Pearson Education Limited 2017

286 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Unit 53: Woven Fabric Design

Unit reference number: R/502/2281 Level: 3 Credit value: 7 Guided learning hours: 60

Unit aim

The aim of this unit is to provide knowledge and awareness of the processes involved in woven fabric design from initial research and analysis to final fabric production.

This will include:  an investigation into the trends and influences impacting on design development  the design process from initial idea to finished product  the principles of technical drafting  Computer Aided Design (CAD) techniques and processes  fabric analysis  woven fabric production processes.

Essential resources

For this unit, centres need access to appropriate CAD software.

Mapping to National Occupational Standards (NOS)

This unit links to the following Manufacturing Textile Products NOS:

MTP3, MTP4, MTP8, MTP11, MTP18, MTP24, MTP28

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 287 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification

1 Understand the 1.1 Analyse the factors impacting on □ The main factors that influence design development, e.g. process of woven design development. client needs, fitness for purpose, target market, end use, fabric design and budget restraints, available materials and processes, development from material properties and characteristics, safety issues, social, initial idea to cultural and moral issues finished product. □ Sources of trend information, e.g. colour forecasting, trend analysis, fashion, catwalk shows, trade fairs, web sites, trade journals, magazines, cultural and historical references □ Presentation techniques, e.g. story/moodboards, research sheets, written report, visual material, discussion 1.2 Describe the different types of □ Types of design repeat, e.g. block, spot (sateen), side, repeat and their application. irregular (step or sliding), composite, optical, square, straight □ The main applications of design repeats □ Presentation of findings, e.g., collection of examples, visual material, written descriptions

288 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

1.3 Explain the processes of design □ The stages of the design process, e.g. research, analysis, from initial idea to finished concept development, design specification, testing ideas, product to include: sampling, production, presentation, evaluation  research □ Presenting research findings, e.g. sketch book, research  interpretation of design brief sheets, digital media, visual, oral and written information  customer requirements □ Analysis of design brief and customer needs, e.g. materials, processes, timeframe, production methods, budget  costings restraints, costings, end use, target market  design specification, □ Production of woven fabric samples based on client  sample requirements requirements, e.g. colour, yarn, pattern, weight, weave structure  sample production □ Planning production schedules and specifications  production specification 2 Understand the 2.1 Explain the principles of □ The main principles of technical drafting (weave drafts or principles of technical drafting for each of the point paper plans) as applied to woven fabric design (plain technical drafting. following: fabric, twill, satin and sateen weaves), e.g. communicating  plain fabric designer’s directions, planning repeats or weave units  twill □ Practical applications of draft, e.g. plot drawing in of warp, threading specifications, colours, pattern, harness tie up,  satin and sateen weaves shedding order 2.2 Draw a technical draft for two □ Use of technical drafting techniques to produce woven fabric designs to be woven on two designs, e.g. plain fabric, twill, satin/sateen weaves different types of machine. □ Types of weaving machine, e.g. flat/automatic loom, shuttle, shuttleless (dummy shuttle, rapier, fluid jet), circular loom □ Appropriate format for presentation

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 289 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

3 Be able to use CAD 3.1 Describe CAD – Computer Aided □ CAD techniques and processes in the design process, e.g. techniques in Design techniques and use of relevant software, hardware woven fabric processes. □ Use of CAD techniques and processes in woven fabric design processes. design, e.g. surface manipulation, surface modelling, repeats, colourways, fabric analysis □ Advantages of using CAD, e.g. speed, pre production processes (testing/modifying ideas, simulating virtual products), avoiding errors, cutting costs □ Use of CAD for visualisation, e.g. image and text manipulation, digital photography □ Use of CAD for presentation, e.g. storyboards, design concepts, colourways 3.2 Produce a design for a woven □ Use of CAD to produce woven fabric designs fabric using CAD – Computer □ Use of CAD skills to experiment with colourways, repeats, Aided Design. surface manipulation, surface modelling □ Presentation of design 4 Understand fabric 4.1 Describe sample analysis □ Industry sample analysis tests on fibres, (I.D., regain, analysis techniques for: diameter, length), yarns (count, twist and strength), fabrics techniques.  fibre type (fabric analysis, tensile, pilling, abrasion, crease resistance, colour fastness)  yarn type and count □ Other tests e.g. visual inspection, handling, deconstructing  type of fabric □ Main functions of sample analysis, e.g. to determine structure, material composition, check against specification, identify appropriate machinery, evaluate, recommendations for modifications, accurate records for future reference □ Analysis of fibre types e.g. natural, manufactured, blended □ Analysis of yarn types, e.g. natural, manufactured, blended

290 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

□ Yarn characteristics, e.g. size, configuration, strength, fibre content, thickness, uniformity, twist level, twist direction, liveliness, count, gauge, elasticity, material composition, colour fastness □ Analysis of woven fabric types, e.g., plain weave, twill, satin and sateen weaves □ Woven fabric characteristics, e.g. weave structure, thread count, warp pattern, dimensions, surface texture, weight, nap, stability (deformation, flexibility, porosity), handling, strength (tensile, tear), pattern, colour fastness, finish □ Accurate record keeping e.g. fabric notations, samples and sample evaluation, production processes, standard documentation 4.2 Analyse two woven fabrics of □ Applying analysis techniques to woven fabrics of different different construction and for construction e.g. plain weave, twill, satin and sateen each of the following: weaves  produce fabric notations □ How to produce fabric notations, measure fabric parameters  measure fabric parameters and carry out calculations for different weaves, e.g. weight of fabric per unit area, warp/weft sequence, production  carry out calculations capabilities 5 Understand the 5.1 Describe the primary motions of □ The primary motions of weaving, e.g. shedding, picking, principles and weaving. beating up (battening), taking up, letting off processes of weaving. □ Functions of warp and weft (filling) fibres □ Shuttle function □ Setting and operating machinery

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 291 Issue 2 — September 2017 © Pearson Education Limited 2017

Learning outcomes Assessment criteria Unit amplification

5.2 Explain the manufacturing □ Stages in woven fabric production, e.g. inputs (yarn processes and production cycle selection and preparation, bobbins and shuttles, design of woven fabrics. specifications machine setting up specifications, programming machine, tensioning); processes (operating skills, production systems, binding systems, finishing processes); outputs (samples, finished fabric) □ Processes, e.g. spooling the warp, drawing in of warp, tying up harnesses to shedding mechanism, shedding order, □ Specific terminology used in woven fabric production 5.3 Explain factors influencing □ Factors influencing the handling characteristics of materials handling characteristics of during processing including compatibility, e.g. materials, materials during processing. machines, machine capabilities and characteristics □ Yarn characteristics e.g. thickness, smoothness, fibre content, twist, strength □ Binding systems (weaves), e.g. plain (tabby), twill, satin □ Other factors, e.g. hand manipulation or mechanical loom attachments (multiple-plane, pile, inlaid, gauze weaves) □ Any other devices used to alter the appearance of any weave e.g. manipulation of warp spacing, beating in, tension manipulation

292 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

12 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

● Edexcel, BTEC and Pearson Work Based Learning contact details: qualifications.pearson.com/en/support/contact-us.html

● books, software and online resources for UK schools and colleges: www.pearsonschoolsandfecolleges.co.uk Key publications:

● Adjustments for candidates with disabilities and learning difficulties, Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))

● Supplementary guidance for reasonable adjustments and special consideration in vocational internally assessed units (Pearson)

● General and Vocational qualifications, Suspected Malpractice in Examination and Assessments: Policies and Procedures (JCQ)

● Equality Policy (Pearson)

● Recognition of Prior Learning Policy and Process (Pearson)

● UK Information Manual (Pearson)

● BTEC UK Quality Assurance Centre Handbook All of these publications are available on our website. Publications on the quality assurance of BTEC qualifications are also available on our website. Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please visit our website.

Additional resources If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available. Any publisher can seek endorsement for their resources and, if they are successful, we will list their BTEC resources on our website.

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 293 Issue 2 — September 2017 © Pearson Education Limited 2017

13 Professional development and training

Pearson supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered on our website. The support we offer focuses on a range of issues, such as:

● planning for the delivery of a new programme

● planning for assessment and grading

● developing effective assignments

● building your team and teamwork skills

● developing learner-centred learning and teaching approaches

● building in effective and efficient quality assurance systems. The national programme of training we offer is on our website. You can request centre-based training through the website or you can contact one of our advisers in the Training from Pearson UK team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We also host some regional network events to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. To get in touch with our dedicated support teams please visit our website.

Your Pearson support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our Pearson support team to help you whenever – and however – you need: ● Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert

● Ask the Expert: submit your question online to our Ask the Expert online service and we will make sure your query is handled by a subject specialist. Please visit our website at qualifications.pearson.com/en/support/contact-us.html

294 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

Annexe A

Progression opportunities

These are examples of progression opportunities to other Pearson qualifications within the Fashion and Textiles sector.

Level General qualifications BTEC Firsts/Nationals/ BTEC Specialist/ NVQ/competence-based (GCSEs, GCEs) Higher Nationals Professional qualifications qualifications

Pearson BTEC Level 5 HND Diploma 5 in Art and Design Pearson BTEC Level 4 HNC Diploma 4 in Art and Design Pearson GCE Art and Pearson BTEC Level 3 Nationals in Pearson BTEC Level 3 Diploma Pearson Level 3 NVQ Diploma Design Art and Design (Fashion and in Apparel, Footwear, Leather in Manufacturing Textile Clothing) or Textile Production Productions 3 Pearson GCE Product Design Pearson BTEC Level 3 Nationals in Pearson BTEC Level 3 Diploma Pearson Level 3 NVQ Art and Design (Textiles) in Textile Design and Certificate in Footwear and Manufacture Leather (NVQ)

Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — 295 Issue 2 — September 2017 © Pearson Education Limited 2017

Level General qualifications BTEC Firsts/Nationals/ BTEC Specialist/ NVQ/competence-based (GCSEs, GCEs) Higher Nationals Professional qualifications qualifications

Pearson BTEC Level 2 Firsts in Art Pearson BTEC Level 2 Pearson Level 2 NVQ in and Design Certificate in Apparel, Apparel Manufacturing Footwear or Textile Production Technology Pearson Level 2 NVQ Certificate in Manufacturing Textile Products 2 Pearson Level 2 NVQ Certificate in Manufacturing Sewn Products Pearson Level 2 NVQ Certificate in Footwear and Leather

296 Specification — Pearson BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 2 — September 2017 © Pearson Education Limited 2017

September 2017

For information about Edexcel, BTEC or LCCI qualifications visit qualifications.pearson.com

BTEC is a registered trademark of Pearson Education Limited

Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: 80 Strand, London WC2R 0RL. VAT Reg No GB 278 537121