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Pattern Construction for Cloth

Pattern Construction for Cloth

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Published by: fieramina on Aug 21, 2010
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Edexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 © Edexcel Limited 2009
1
Unit 121: Pattern Construction forFashion and Clothing
Code: Y/502/5764QCF Level 3: BTEC NationalCredit value: 10Guided learning hours: 60
Aim and purpose
The aim of this unit is to enable learners to develop skills in pattern cutting, which has become a hard to fillcraft role. Learners will study the terminology and processes of pattern cutting and learn how to draft their own basic block patterns.
Unit introduction
This unit addresses some of the skills gaps that the UK fashion industry faces. The fashion sector faces skillsshortages, particularly of higher level roles. Pattern cutting is an essential skill and this unit enables learners to gain some of the basic information needed to progress into a range of roles such as garment technologists,designers and pattern technologist. It is important that those working in design and making within the fashionindustry have an understanding of the basic principles of pattern construction. This unit explores the terminologyand visual language associated with the process of pattern construction.Learners will be taught how to draft basic patterns to full scale and incorporate a range of design features.They will understand how to show recognised construction lines on blocks and position markings and sizinginformation.Learners are encouraged to look at contemporary and historical fashion to inspire and develop their understandingof garment details and features. Understanding of pattern design features will be developed to support learners’skills base, offering insight into the process of pattern construction and adaptation. Assignment briefs should bedesigned to stimulate and motivate learners to develop pattern construction and adaptation skills and incorporatea clear understanding of the specialist visual language and terminology used.The knowledge and understanding gained in this unit underpin other specialist units within the qualificationand are essential for learners’ vocational understanding.This unit supports progression and provides a skills foundation for study at a higher level.
Learning outcomes
On completion of this unit a learner should:
1 Be able to construct patterns from blocks2 Be able to draft pattern adaptations for a variety of features3 Be able to produce a full-scale, finished pattern from own design idea.
 
Edexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 © Edexcel Limited 2009
2
Unit content
1Be able to construct patterns from blocks
Terminology
: basic blocks, full size, to scale; using ready made block; making block from own measurements;drafting; sizing; implications of body proportions eg standard, non-standard; construction lines; adaptations
Pattern-cutting materials
: eg metre stick, graders square, tracing wheel, scissors, shears, computer applications;drawing equipment; drawing materials; pattern paper 
Pattern construction process
: understand how basic blocks are used eg skirt, bodice, sleeve, dress, trousers; jacket, coat; fit together all components of block patterns accurately
Construction information
: seam allowance, balance marks, notches, grain lines, cutting instructions, dartmanipulation, introducing fullness eg pleats, tucks, gathers, yokes, fastenings, openings
2Be able to draft pattern adaptations for a variety of features
 Adaptations
: style; size; figure measurements; alterations to fit; full size or to scale
Design features
: skirts eg gored, pencil, A-line: pleats eg such as box, inverted, knife; neck lines; collars; facings; sleeves eg set in sleeves, raglan, kimono, dolman, dropped shoulder; cuffs, pockets eg welt, patch, flap, inserted; seam lines eg princess line, empire line; waist lines; waist bands; fastenings; trouserseg wide leg slim leg boot cut, cropped, capri; jackets eg swing back; box, fitted, bomber, hooded
3Be able to produce a full-scale, finished pattern from own design idea
Finished pattern
: adapting and manipulating a basic block to meet the requirements of the design,achieve the correct fit; incorporating relevant information eg seam allowance, notches, darts, grain linesand cutting instructions; store patterns; label patterns
 
3
Edexcel BTEC Level 3 Nationals specification in Art and Design– Issue 1 – January 2010 © Edexcel Limited 2009
Assessment and grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe thelevel of achievement required to pass this unit.
Assessment and grading criteriaTo achieve a pass grade theevidence must show that thelearner is able to:To achieve a merit grade theevidence must show that, inaddition to the pass criteria,the learner is able to:To achieve a distinction gradethe evidence must show that,in addition to the pass andmerit criteria, the learner isable to:
P1
produce standard sizepatterns from blocks
M1
demonstrate effectivelypattern drafting techniques that incorporate a range of styles and requirements
D1
produce independently arange of pattern draftingadaptations and finished, full-scale patterns in aprofessional format whichdemonstrate a variety of  fashion design features and technical sophistication.
P2
position the markings, sizingand construction informationon the patterns
M2
develop a diverse rangeof drafted pattern designs that are evaluated in order toproduce a coherent full-scale, finished pattern.
P3
make adaptations to matchstyle requirements[CT]
P4
make adaptations to matchbody proportions[CT]
P5
make a pattern from own fashion design.[CT, RL, SM, EP]
PLTS
: This summary references where applicable, in the square brackets, the elements of the personal,learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrateeffective application of the referenced elements of the skills.
Key
IE – independent enquirersCT – creative thinkersRL – reflective learnersTW – team workersSM – self-managersEP – effective participators

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