Edexcel BTEC Level 2 Certificate in Apparel, …...Edexcel BTEC Level 2 Certificate in Apparel, Footwear, Leather or Textile Production (QCF) Edexcel BTEC Level 3 Diploma in Apparel,

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)

Specification

BTEC specialist qualification First teaching January 2012

Pearson Education Ltd is one of the UK's largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers, and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Ltd administers Edexcel GCSE examinations.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

References to third party material made in this specification are made in good faith. Edexcel 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 going to publication.

Authorised by Martin Stretton Prepared by Dominic Harper

Publications Code B030032

All the material in this publication is copyright © Pearson Education Limited 2012

Contents

1 Introducing BTEC Specialist qualifications 1 What are BTEC Specialist qualifications? 1

Calculating unit credits 1

Industry support and recognition 1

2 Qualification summaries and key information 2 QCF qualification title and Qualification Number 4

Objective of the qualifications 4

Apprenticeships 4

Progression opportunities through Edexcel qualifications 4

Relationship with National Occupational Standards (NOS) 4

3 Centre resource requirements 5 General resource requirements 5

4 Qualification structures 6 Edexcel BTEC Level 2 Certificate in Apparel, Footwear, Leather or Textile Production (QCF) 6

Edexcel BTEC Level 3 Diploma in Apparel, Footwear or Leather Production (QCF) 8

Edexcel BTEC Level 3 Diploma in Textile Design and Manufacture (QCF) 13

5 Assessment 15

6 Recognising prior learning and achievement 16 Recognition of Prior Learning 16

Credit transfer 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 title 21

Unit reference number 21

QCF 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.

B030032 – Specification – BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production – Issue 1 – February 2012 © Pearson Education Limited 2012

1 1

1 Introducing BTEC Specialist qualifications

What are BTEC Specialist qualifications?

BTEC Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.

Some BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks (previously known as ‘Technical Certificates’).

There are three sizes of BTEC specialist qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Calculating unit credits

Every unit and qualification in the QCF 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.


2

2 Qualification summaries and key information

Qualification title Edexcel BTEC Level 2 Certificate in Apparel, Footwear, Leather or Textile Production (QCF)

QCF Qualification Number (QN) 600/4313/1

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made January 2012

Age range that the qualification is approved for

14-16

16-18

19+

Credit value 20-21

Assessment Portfolio of evidence (internal assessment)


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 Edexcel Access and Recruitment policy (see Section 9, Access and Recruitment)

Qualification title Edexcel BTEC Level 3 Diploma in Apparel, Footwear or Leather Production (QCF)





16-18

19+

Credit value 45-48


Guided learning hours 270-320




3 3

Qualification title Edexcel BTEC Level 3 Diploma in Textile Design and Manufacture (QCF)





16-18

19+

Credit value 37






4

QCF qualification title and Qualification Number

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, QN and URNs are on learners’ final certification documentation. Learners need to know this when they are recruited by the centre and registered with Edexcel. Further information about certification is in the Edexcel Information Manual on our website, www.edexcel.com/iwantto/Pages/info-manual.aspx

Objective of the qualifications

The Edexcel BTEC Level 2 Certificate and Level 3 Diplomas in Fashion and Textiles (QCF) 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 Edexcel 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 Edexcel qualifications

Learners who have achieved the Edexcel BTEC Level 2 Certificate in Apparel, Footwear, Leather or Textile Production (QCF) can progress to the Edexcel BTEC Level 3 Diploma in Apparel, Footwear or Leather Production (QCF) or the Edexcel BTEC Level 3 Diploma in Textile Design and Manufacture (QCF).

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.


5 5

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.


6

4 Qualification structures

Edexcel BTEC Level 2 Certificate in Apparel, Footwear or Textile Production (QCF)

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

Minimum number of credits that must be achieved 20

Number of mandatory credits that must be achieved 9

Apparel 12

Footwear 12

Leather 12

Number of optional credits in each pathway that must be achieved

Textiles 11

Unit URN Mandatory units Level Credit GLH

13 D/600/1718 Introduction and History of the Apparel, Footwear, Leather or Textiles Industry

2 1 10

49 K/600/1723 Understanding Health and Safety and associated Employer Rights and Responsibilities within the Apparel, Footwear, Leather or Textiles Industry

2 3 30

8 T/600/1725 Developing Working Relationships within the Apparel, Footwear, Leather or Textile Industry

2 2 20

19 F/600/1727 Maintain Quality Standards in Apparel, Footwear, Leather or Textile Production

2 3 30

Unit URN Apparel optional units Level Credit GLH

2 J/600/1728 Apparel Manufacturing Techniques - the Production Process

2 4 30

1 L/600/1729 Apparel Manufacturing Techniques - Sewing and Making-up Operations

2 4 30

34 L/600/1732 Materials Used in the Manufacture of Apparel

2 4 30

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7 7

Unit URN Footwear optional units Level Credit GLH

30 K/600/1737 Manufacturing Footwear Techniques - Production of Uppers

2 4 30

29 K/600/1740 Manufacturing Footwear Techniques - Lasting and Making

2 4 30

36 R/600/1747 Materials Used in the Manufacture of Footwear

2 4 30

Unit URN Leather Optional units Level Credit GLH

18 A/600/1791 Leathers Used in the Manufacture of Leather Goods

2 4 30

40 F/600/1792 Non-leather Materials Used in the Manufacture of Leather Goods

2 4 30

17 T/600/1806 Leather Goods Manufacturing Techniques - Cutting, Sewing and Finishing Operations

2 4 30

Unit URN Textiles optional units Level Credit GLH

33 M/600/2047 Materials and Processes Used in the Manufacture of Textile Products

2 5 40

46 T/600/2048 Textile Manufacturing Techniques

2 6 50

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8

Edexcel BTEC Level 3 Diploma in Apparel, Footwear or Leather Production (QCF)

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

Apparel 46

Footwear 48

Leather 45

Minimum number of credits in each pathway that must be achieved

Tailoring 48

Apparel 5

Footwear 5

Leather 3

Number of mandatory units in each pathway that must be achieved

Tailoring 5

Apparel 1

Footwear 1

Leather 3

Number of optional units in each pathway that must be achieved

Tailoring 1

Unit URN Apparel pathway – mandatory units

Level Credit GLH

23 J/601/7833 Managing Health and Safety and Employment Rights and Responsibilities within the Apparel, Footwear or Leather Industry

3 7 40

27 Y/601/7836 Managing Quality Standards within Apparel, Footwear or Leather Production

3 7 40

26 H/601/7838

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

3 9 60

31 M/601/7843 Manufacturing Techniques within Apparel Production

3 8 50

35 D/601/7854 Materials Used in the Manufacture of Apparel

3 8 50

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9 9

Unit URN Apparel pathway – optional units

Level Credit GLH

41 Y/601/7853 Production Management within the Apparel, Footwear or Leather Industry

3 8 50

20 T/601/7861 Manage Information for Action within the Apparel, Footwear or Leather Industry

3 8 50

3 K/601/7856 Aspects of Design within the Apparel, Footwear or Leather Industry

3 7 40

42 M/601/7857 Professional Practice/Preparation for Employment within the Apparel, Footwear or Leather Industry

3 7 40

22 T/601/7858 Managing Customer Relations within the Apparel, Footwear or Leather Industry

3 8 50

5 A/601/7859

Buying Import/Export within the Apparel, Footwear or Leather Industry

3 9 60

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

3 8 50

Unit URN Footwear pathway – mandatory units

Level Credit GLH


3 7 40


3 7 40

26 H/601/7838


3 9 60

32 R/601/7852 Manufacturing Techniques within Footwear Production

3 9 60

37 H/601/7855 Materials Used in the Manufacture of Footwear

3 9 60

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10

Unit URN Footwear pathway – optional units

Level Credit GLH


3 8 50


3 8 50


3 7 40


3 7 40


3 8 50

5 A/601/7859


3 9 60


3 8 50

Unit URN Leather pathway – mandatory units

Level Credit GLH


3 7 40


3 7 40

26 H/601/7838


3 9 60

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11 11

Unit URN Leather pathway – optional units

Level Credit GLH


3 8 50


3 8 50


3 7 40


3 7 40


3 8 50

5 A/601/7859


3 9 60

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

3 8 50

Unit URN Tailoring pathway – mandatory units

Level Credit GLH


3 7 40


3 7 40

26 H/601/7838

Managing Own Working Relationships within the Apparel, Footwear or Leather Production industry

3 9 60

11 A/601/7862 Garment Production – Tailored Garments

3 7 40

10 F/601/7863

Garment Cutting - Tailored Garments

3 11 60

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12

Unit URN Tailoring pathway – mandatory units

Level Credit GLH


3 8 50


3 8 50


3 7 40


3 7 40


3 8 50

5 A/601/7859


3 9 60


3 8 50

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13 13

Edexcel BTEC Level 3 Diploma in Textile Design and Manufacture (QCF)

The learner will need to meet the requirements outlined in the table below before Edexcel 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 Employment Rights and Responsibilities within the Textile Industry

3 7 40

12 R/502/2264 General Textile Technology 3 9

28 D/502/2266 Managing Quality Standards: Textile Production

3 7 60

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 Make-up

3 7

47 D/502/2283 Textile Testing 3 7 60

16 A/502/2291 Leading Teams within Textile Technologies

3 7 60

25 M/502/6399 Managing own Relationships within Textile Production

3 9 60

4 Y/502/6400 Aspects of Design within the Textile Industry

3 7 40

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14

Unit URN Optional units Level Credit GLH

43 D/502/6401 Professional Practice/Preparation for Employment within the Textile Industry

3 7 40

6 H/502/6402 Buying Including Import/Export within the Textile Industry

3 9 60

21 K/502/6403 Manage Information for Action within the Textile Industry

3 8 50

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15 15

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.


16

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.

Edexcel 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 the policy document Recognition of Prior Learning Policy, which is on the Edexcel website.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve units with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.


17 17

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 its managers, internal verifiers and assessors are standardised and supported. Edexcel use quality assurance processes 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 Edexcel quality assurance model will follow one of the processes listed below.

1 Delivery of Competence and Principles qualifications as part of a BTEC apprenticeship (single click registration)

an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sample internal verification and assessor decisions

2 Delivery of Principles qualifications outside an 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, we will allocate a Standards Verifier annually to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.

For further details, go to the UK BTEC Quality Assurance Handbook 2011/2012 on our website: www.edexcel.com

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18

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.


19 19

9 Access and recruitment

Edexcel’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.


20

10 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Edexcel’s Equality Policy requires that all learners should 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.

Details on how to make adjustments for learners with protected characteristics are in the policy document Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications, which is on our website, www.edexcel.com/Policies.


21 21

11 Units

Unit format

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

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

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

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

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in for example open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

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 Edexcel to offer the qualification.


22

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.


23 23

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

Unit reference number: L/600/1729

QCF 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.


This unit links to the Manufacturing Sewn Products NOS:

MSP4

B030032 —

Spec

ific

atio

n —

BTEC L

evel

2 a

nd L

evel

3 A

ppar

el,

Footw

ear,

Lea

ther

and T

extile

Pro

duct

ion —

Is

sue

1 —

Feb

ruar

y 2012 ©

Pea

rson E

duca

tion L

imited

2012

24

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1

Know

about

bas

ic

sew

ing s

kills

. 1.1

D

escr

ibe

the

bas

ic s

ewin

g s

kills

re

quired

. □

Sel

ect

appro

priat

e th

read

s, t

ools

and e

quip

men

t to

mak

e up g

arm

ents

.

□

Ass

emble

gar

men

t pie

ces

and iden

tify

and s

elec

t ap

pro

priat

e se

win

g t

echniq

ues

.

□

Prio

ritise

the

ord

er o

f m

akin

g u

p.

□

Bas

ic p

roce

sses

of

nee

dle

chan

gin

g,

star

t/st

oppin

g t

he

mac

hin

e, b

ack

stitch

ing.

□

Tes

t pie

ces

and t

ry o

uts

bef

ore

work

ing o

n g

arm

ent

to b

e se

wn.

□

Han

dlin

g t

echniq

ues

for

fabrics

and g

arm

ents

to b

e m

anufa

cture

d,

e.g.

bulk

y, s

hin

y, s

lipper

y, d

elic

ate.

□

Prep

are

the

mac

hin

e ar

ea a

ppro

priat

ely.

□

Ensu

re t

hat

the

corr

ect

mac

hin

e fo

ot

is in p

lace

for

the

fabric

bei

ng u

sed

□

Sew

cle

anly

and a

ccura

tely

to t

he

inst

ruct

ions

mar

ked o

n

the

com

ponen

t pie

ces.

□

Hea

lth a

nd s

afet

y w

hen

usi

ng m

achin

ery,

incl

udin

g u

se o

f finger

guar

ds,

corr

ect

use

of

shea

rs a

nd t

hre

ad c

utt

ers

B030032 –

Spec

ific

atio

n –

BTEC L

evel

2 a

nd L

evel

3 A

ppar

el,

Footw

ear,

Lea

ther

and T

extile

Pro

duct

ion –

Is

sue

1 –

Feb

ruar

y 2012 ©

Pea

rson E

duca

tion L

imited

2012

25

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.2

Id

entify

a r

ange

of

stitch

typ

es

use

d in m

akin

g u

p g

arm

ents

. □

Typ

es o

f st

itch

ing u

sed r

elat

ing t

o f

abric

qual

itie

s, e

.g.

for

diffe

rent

wei

ghts

of

wove

ns,

knitte

d,

leat

her

, pla

stic

s,

stre

tch,

del

icat

es.

□

Ter

min

olo

gy

for

diffe

rent

stitch

es,

e.g.

topst

itch

, in

visi

ble

st

itch

, zi

gza

g,

bin

der

stitc

h,

tack

ing s

titc

h,

contr

ast

stitch

, blin

d s

titc

h,

twin

nee

dle

stitc

h.

□

Nee

dle

typ

es f

or

a ra

nge

of

diffe

rent

fabrics

.

□

Stitc

h len

gth

for

a ra

nge

of

fabrics

.

□

Ten

sion,

e.g.

diffe

rent

fabrics

and a

pplic

atio

ns

□

Stitc

h t

ypes

for

diffe

rent

area

s of

work

, e.

g.

seam

ing,

dar

ts,

chan

nel

stitc

hin

g,

smock

ing,

quilt

ing,

elas

tica

ting,

gat

her

ing,

frill

ing.

2

Be

able

to iden

tify

a

range

of

sew

ing

mac

hin

es a

nd

equip

men

t.

2.1

D

escr

ibe

the

diffe

rent

types

of

sew

ing m

achin

e use

d in s

ewin

g

and m

akin

g u

p o

per

atio

ns.

□

The

follo

win

g m

achin

es a

nd t

hei

r m

ain f

unct

ions:

st

raig

ht

stitch

in

dust

rial

dom

estic

em

bro

ider

y

fr

ee a

rm

lo

ck a

nd c

hai

n s

titc

h

ove

rlock

ers.

B030032 —

Spec

ific

atio

n —

BTEC L

evel

2 a

nd L

evel

3 A

ppar

el,

Footw

ear,

Lea

ther

and T

extile

Pro

duct

ion —

Is

sue

1 —

Feb

ruar

y 2012 ©

Pea

rson E

duca

tion L

imited

2012

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

Exp

lain

about

the

extr

a eq

uip

men

t w

hic

h m

ay b

e use

d

for

spec

ific

oper

atio

ns.

□

The

follo

win

g e

quip

men

t an

d t

hei

r m

ain f

unct

ions:

co

ver

stitch

ers

bin

der

s

blin

d h

emm

ers

butt

onhole

rs

st

ud m

achin

es

sp

ecia

list

embro

ider

y m

achin

es

st

eam

pre

sses

and t

able

s

fu

sing p

ress

es

pre

ssin

g a

cces

sories

, e.

g.

slee

ve b

oar

ds

eggs.

3.1

D

escr

ibe

the

requirem

ents

of

finis

h a

nd t

rim

min

g.

□

Top p

ress

ing a

nd h

ow

this

can

enhan

ce f

inis

h a

nd

appea

rance

□

Han

d-s

ewn a

reas

, e.

g.

bel

t lo

ops,

hook

and loop f

aste

nin

gs,

ro

lled h

emm

ing,

butt

ons,

motifs

.

□

The

aest

het

ic c

onsi

der

atio

ns

that

enhan

ce f

inis

h

□

Qual

ity

of

trim

min

gs,

e.g

. butt

ons,

lac

e, b

raid

, pip

ing,

edgin

g t

o e

nhan

ce t

he

finis

h o

f a

gar

men

t

3

Know

how

to u

se

finis

hes

and

trim

min

gs.

3.2

D

escr

ibe

the

types

of

inte

rfac

ing.

□

The

applic

atio

n o

f th

e fo

llow

ing:

diffe

rent

wei

ghts

of

canva

ssin

g a

nd m

ethods

of

han

d

and m

achin

e st

itch

ing.

non-w

ove

n inte

rfac

ings.

Iro

n-o

n a

nd s

titc

h-i

n.

in

terf

acin

g f

or

stre

tch f

abrics

.

st

iffe

nin

g f

or

pla

cket

s an

d c

uff

s.

w

addin

g a

nd p

addin

g o

f diffe

rent

wei

ghts

and t

hei

r m

ethods

of

applic

atio

n.

B030032 –

Spec

ific

atio

n –

BTEC L

evel

2 a

nd L

evel

3 A

ppar

el,

Footw

ear,

Lea

ther

and T

extile

Pro

duct

ion –

Is

sue

1 –

Feb

ruar

y 2012 ©

Pea

rson E

duca

tion L

imited

2012

27

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.3

Exp

lain

when

and w

her

e to

use

in

terf

acin

g.

□

Use

s th

at e

nhan

ce a

ppea

rance

□

Use

s th

at e

nhan

ce p

erfo

rman

ce,

e.g.

war

mth

, bulk

, co

mfo

rt,

was

hab

ility

, fit

□

Diffe

rent

types

of

inte

rfac

ing a

nd a

pplic

atio

ns

use

d in

coutu

re,

des

igner

and m

ass

mar

ket

gar

men

ts

4.1

D

escr

ibe

what

is

mea

nt

by

an

alte

ration (

not

corr

ecting a

fa

ult).

□

The

cust

om

er a

nd t

he

gar

men

t fo

r al

tera

tion p

urp

ose

s

□

Diffe

rence

s bet

wee

n g

ener

ic a

lter

atio

ns

for

mas

s pro

duct

ion

and a

lter

atio

ns

for

per

sonal

cust

om

ers

□

Note

req

uired

alter

atio

ns

and c

hec

k w

ith c

ust

om

er b

efore

ta

king a

ccura

te n

ote

s.

4

Know

about

the

alte

rations

pro

cedure

.

4.2

Exp

lain

why

and w

hen

an

alte

ration is

carr

ied o

ut.

□

Conduct

ing a

fitting a

nd s

ubse

quen

t al

tera

tions

□

Alter

atio

ns

in r

elat

ion t

o body

shap

e, c

ust

om

er

requirem

ents

, st

yle,

fas

hio

n a

nd t

rend d

irec

tions,

com

fort

.

□

Mar

k an

d inte

rpre

t al

tera

tions.

□

Re-

mar

k gar

men

ts in a

ccord

ance

with t

he

alte

rations

spec

ifie

d.

□

Mar

k al

tera

tions

on o

rigin

al p

atte

rn f

or

futu

re u

se.

□

Corr

ect

gar

men

ts a

ccura

tely

and a

ccord

ing t

o c

ust

om

er

requirem

ents

.

B030032 —

Spec

ific

atio

n —

BTEC L

evel

2 a

nd L

evel

3 A

ppar

el,

Footw

ear,

Lea

ther

and T

extile

Pro

duct

ion —

Is

sue

1 —

Feb

ruar

y 2012 ©

Pea

rson E

duca

tion L

imited

2012

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

D

escr

ibe

the

limits

for

tole

rance

or

was

te.

□

Cal

cula

tions

use

d f

or

diffe

rent

sect

ors

of

the

mar

ket

(coutu

re,

des

igner

, m

ass

mar

ket)

to a

llow

for

alte

rations

to

be

mad

e

□

How

this

var

ies

from

one

sect

or

to a

noth

er a

nd w

hy

□

Why

tole

rance

s ar

e cr

uci

al f

or

fit,

han

g,

fabric

move

men

t (e

.g.

stre

tchin

g,

pulli

ng,

sett

ling)

and f

utu

re a

lter

atio

ns

5

Know

about

was

te

limits

and t

hei

r ef

fect

on

pro

duct

ion.

5.2

Exp

lain

the

pro

duct

ion n

eeds

for

impose

d lim

its

on w

aste

. □

Fi

nan

cial

im

plic

atio

ns

of

exce

ss w

aste

□

How

was

te c

an b

e m

inim

ised

in t

he

work

room

thro

ugh

diffe

rent

met

hods,

e.g

. bet

ter

lay

pla

nnin

g,

adap

tations

to

pat

tern

cutt

ing,

use

of

was

te fab

rics

for

item

s su

ch a

s han

ger

loops,

bel

t lo

ops,

fac

ings.

□

Rec

yclin

g p

rosp

ects

for

fabric

was

te,

e.g.

for

stuff

ing,

pad

din

g,

pet

bed

din

g,

shod

dy,

trim

min

g,

feltin

g

6

Know

about

the

skill

s re

quired

for

each

pro

cess

.

6.1

Id

entify

the

diffe

rent

skill

s an

d

com

pet

ence

req

uirem

ents

for

each

man

ufa

cture

pro

cess

.

□

Docu

men

ts a

nd info

rmat

ion f

or

the

man

ufa

cturing p

roce

ss

□

Spec

ific

atio

ns

to e

nsu

re u

nder

stan

din

g a

nd a

bili

ty t

o

com

ple

te t

he

sam

ple

gar

men

t

□

Tec

hniq

ues

and p

roce

sses

use

d in t

he

gar

men

t pro

cess

, e.

g.

apply

ing inte

rlin

ing,

under

pre

ssin

g,

top p

ress

ing.

□

Sam

ple

gar

men

t pro

duct

ion a

t th

e ap

pro

priat

e tim

es

agai

nst

qual

ity

stan

dar

ds

and s

pec

ific

atio

ns

at e

ach p

oin

t in

th

e sa

mple

pro

duct

ion p

roce

ss.

B030032 –

Spec

ific

atio

n –

BTEC L

evel

2 a

nd L

evel

3 A

ppar

el,

Footw

ear,

Lea

ther

and T

extile

Pro

duct

ion –

Is

sue

1 –

Feb

ruar

y 2012 ©

Pea

rson E

duca

tion L

imited

2012

29

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.1

Id

entify

the

types

of

faults

that

m

ay o

ccur

with o

wn m

achin

e.

□

Incl

udin

g t

he

follo

win

g:

in

corr

ect

tensi

on

nee

dle

fai

ling t

o p

ick

up b

obbin

thre

ad

co

ntinued

thre

ad b

reak

ing

bre

akin

g n

eedle

s

fa

ulty

bobbin

win

din

g o

r bobbin

housi

ng

m

achin

e ru

nnin

g s

low

m

achin

e st

icki

ng

lo

ss o

f pow

er.

7

Be

able

to

mai

nta

in t

hei

r m

achin

e an

d

reco

gnis

e m

achin

e fa

ults.

7.2

Exp

lain

the

stan

dar

ds

of

mai

nte

nan

ce w

hic

h a

re

expec

ted.

□

Dia

gnost

ic t

echniq

ues

and c

orre

ctiv

e m

ethods

and h

ow

they

ar

e ap

plie

d t

o m

eet

emplo

yer

and h

ealth a

nd s

afet

y re

quirem

ents

.

□

Acc

ura

te a

nd u

p-t

o-d

ate

info

rmat

ion o

n t

he

mac

hin

ery

and

man

ufa

cturing p

roce

ss

□

Monitore

d f

or

pote

ntial

haz

ards,

e.g

. w

ork

stat

ion,

mac

hin

ery

and e

quip

men

t

□

Rep

ort

ing o

f fa

ults

B030032 — Specification — BTEC Level 2 and Level 3 Apparel, Footwear, Leather and Textile Production — Issue 1 — February 2012 © Pearson Education Limited 2012

30


31 31

Unit 2: Apparel Manufacturing Techniques – the Production Process

Unit reference number: J/600/1728

QCF level: 2

Credit value: 4


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.


This unit links to Apparel Manufacturing Technology NOS: AMTECH6

B030032 —

Spec

ific

atio

n —

BTEC L

evel

2 a

nd L

evel

3 A

ppar

el,

Footw

ear,

Lea

ther

and T

extile

Pro

duct

ion —

Is

sue

1 —

Feb

ruar

y 2012 ©

Pea

rson E

duca

tion L

imited

2012

32

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

how

a p

atte

rn is

dev

eloped

. □

G

arm

ent

des

ign t

hro

ugh s

truct

ure

, lin

e, f

orm

, sh

ape,

si

lhouet

te

□

Typ

e of

fabric

to b

e use

d a

nd h

andle

, e.

g.

dra

pe,

shin

e,

text

ure

, han

g,

stiffn

ess,

nap

, pile

.

□

Mer

its

of

flat

pat

tern

cutt

ing a

nd d

rapin

g o

n t

he

stan

d

□

Bas

ic b

lock

mak

ing a

nd d

evel

opm

ent

into

indiv

idual

pat

tern

s

□

Ter

min

olo

gy

use

d in p

atte

rn c

utt

ing,

e.g.

notc

hes

, al

low

ance

s, d

arts

, bal

ance

mar

ks.

□

Critica

l body

mea

sure

men

t poin

ts a

nd t

he

tech

niq

ues

of

fit

1

Know

about

pat

tern

dev

elopm

ent

and

pro

duct

ion.

1.2

Exp

lain

how

the

dev

elopm

ent

impac

ts o

n t

he

pro

duct

ion.

□

Num

ber

of

pat

tern

pie

ces

and incr

ease

d t

ime

required

for

sew

ing.

□

Des

ign c

om

ple

xity

addin

g m

ore

tim

e to

pat

tern

cutt

ing a

nd

mak

ing u

p.

□

How

the

gar

men

t bei

ng p

roduce

d r

equires

tim

e al

loca

ted

for

under

pre

ssin

g a

nd t

op p

ress

ing.

□

The

tim

e an

d s

kill

required

for

open

ings

and f

aste

nin

g s

uch

as

pla

cket

s, z

ips,

dra

wst

rings,

chan

nel

s, b

utt

onhole

s.

B030032 –

Spec

ific

atio

n –

BTEC L

evel

2 a

nd L

evel

3 A

ppar

el,

Footw

ear,

Lea

ther

and T

extile

Pro

duct

ion –

Is

sue

1 –

Feb

ruar

y 2012 ©

Pea

rson E

duca

tion L

imited

2012

33

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

How

gra

in n

eeds

to b

e fa

ctore

d in t

o c

utt

ing,

e.g.

bia

s cu

ttin

g

□

How

lin

ing,

inte

rlin

ing,

canva

ssin

g,

wad

din

g e

tc a

lso n

eed

to b

e cu

t w

ith t

he

mai

n b

ody

of

the

pat

tern

.

□

How

em

bel

lishm

ent

and s

urf

ace

trea

tmen

ts s

uch

as

tuck

ing,

ple

atin

g,

gat

her

s an

d q

uilt

ing n

eed t

o b

e ta

ken into

co

nsi

der

atio

n.

2

Be

able

to d

efin

e gra

din

g.

2.1

D

escr

ibe

what

is

mea

nt

by

gra

din

g.

□

Inte

rnat

ional

siz

ing s

tandar

ds

and t

hei

r ap

plic

atio

ns

□

Incr

emen

tal gra

de

rule

s

□

Gra

ded

siz

e ch

arts

for

appro

priat

e m

aste

r blo

cks.

□

Patt

ern g

radin

g t

echniq

ues

of

CAD

/CAM

soft

war

e

□

The

diffe

rence

bet

wee

n w

om

en’s

, m

en’s

and c

hild

ren’s

gra

din

g r

equirem

ents

.

□

Why

diffe

rent

area

s of

the

pat

tern

may

be

gra

ded

to

diffe

rent

pro

port

ions.

□

Gra

din

g m

ethods

appro

priat

e to

pro

duct

typ

e, s

ize,

fit a

nd

pro

port

ion.

3

Be

able

to s

elec

t an

d u

se a

wid

e ra

nge

of

med

ia t

o

pro

duce

a r

ange

of

fash

ion

illust

rations.

3.1

D

escr

ibe

the

lay

pla

nnin

g

pro

cess

. □

H

ow

lay

s ar

e pla

nned

to m

eet

spec

ific

atio

ns

and

requirem

ents

.

□

Tra

nsf

er p

atte

rn s

hap

es a

nd m

arki

ngs

to a

ll re

leva

nt

fabrics

ac

cura

tely

.

□

Layi

ng u

p a

ppro

priat

e to

fab

rics

bei

ng u

sed,

incl

udin

g t

hose

th

at h

ave

a des

ign c

onte

nt.

□

Lay

pla

nnin

g a

nd f

abric

utilis

atio

n,

incl

udin

g t

hose

that

re

quire

mat

chin

g.

B030032 —

Spec

ific

atio

n —

BTEC L

evel

2 a

nd L

evel

3 A

ppar

el,

Footw

ear,

Lea

ther

and T

extile

Pro

duct

ion —

Is

sue

1 —

Feb

ruar

y 2012 ©

Pea

rson E

duca

tion L

imited

2012

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

the

lay

pla

nnin

g

pro

cess

. □

M

anip

ula

ting p

atte

rn p

iece

s to

ach

ieve

max

imum

fab

ric

utilis

atio

n a

nd c

ost

eff

ective

nes

s.

□

How

fab

ric

qual

itie

s su

ch a

s kn

ap,

pile

, pat

tern

, sh

ot,

slip

, pat

tern

and s

trip

e ca

n a

ffec

t la

y pla

nnin

g.

□

Adva

nta

ges

and d

isad

vanta

ges

of

double

and s

ingle

lay

-ups.

□

Han

d a

nd m

achin

e m

ultip

le lay

ered

cutt

ing in r

elat

ion t

o lay

pla

nnin

g.

□

Diffe

rent

met

hods

of

mar

king u

p lay

s.

3

Be

able

to s

elec

t an

d u

se a

wid

e ra

nge

of

med

ia t

o

pro

duce

a r

ange

of

fash

ion

illust

rations.

3.2

Exp

lain

how

it

inte

gra

tes

with

pat

tern

pro

duct

ion a

nd t

he

man

ufa

cturing p

roce

ss.

□

Typ

es o

f th

read

, tr

imm

ings

to b

e use

d in t

he

pro

duct

ion

pro

cess

.

□

Eva

luat

ing f

abric

qual

ity

to a

ssis

t w

ith t

he

cutt

ing a

nd

man

ufa

cturing p

roce

sses

.

□

Whic

h p

iece

s of

pat

tern

req

uire

linin

gs

or

inte

rlin

ings.

□

How

the

lay-

up a

nd c

utt

ing c

an a

ffec

t fitt

ing.

□

How

to m

ark

up c

ut

pie

ces

in t

he

corr

ect

ord

er r

eady

for

asse

mbly

.

□

How

to iden

tify

any

faults

and f

law

s an

d h

ow

to r

emed

y th

ese.

4

Be

able

to d

efin

e re

leva

nt

term

inolo

gy.

4.1

D

escr

ibe

term

inolo

gy

use

d

within

the

work

pla

ce.

□

Tec

hnic

al p

hra

ses

use

d in c

utt

ing,

gra

din

g,

lay

pla

nnin

g a

nd

man

ufa

cture

.

□

Nam

es o

f eq

uip

men

t, m

achin

ery

and C

AD

/CAM

sys

tem

s.

B030032 –

Spec

ific

atio

n –

BTEC L

evel

2 a

nd L

evel

3 A

ppar

el,

Footw

ear,

Lea

ther

and T

extile

Pro

duct

ion –

Is

sue

1 –

Feb

ruar

y 2012 ©

Pea

rson E

duca

tion L

imited

2012

35

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5

Know

about

the

stag

es o

f th

e m

anufa

cturing

pro

cess

.

5.1

Exp

lain

wher

e ea

ch o

per

atio

n

fits

into

the

pro

duct

ion lin

e.

□

Work

flow

char

t; e

ach p

roce

ss f

rom

initia

l pat

tern

to f

inis

hed

en

d p

roduct

.

□

All

docu

men

t re

quirem

ents

for

pro

duct

ion s

ched

ule

s.

□

Influen

ces

on p

roduct

ion m

ethods

and m

ake-

up s

equen

ces.

□

Equip

men

t an

d m

achin

ery

nee

ded

in t

he

pro

duct

ion

pro

cess

.

6

Know

wher

e a

par

ticu

lar

oper

atio

n f

its

into

th

e pro

duct

ion

line.

6.1

Pr

oduce

a f

acto

ry p

lan t

o s

how

w

her

e ea

ch m

anufa

cturing

pro

cess

tak

es p

lace

.

□

Work

flow

char

t; logis

tics

and w

ork

stat

ions;

act

ivitie

s in

ch

ronolo

gic

al o

rder

of

the

man

ufa

cturing p

roce

ss.

□

Com

ponen

ts o

f th

e pla

n.

□

Plan

; m

eeting t

he

pro

duct

ion s

ched

ule

req

uirem

ents

.


36


37 37

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

Unit reference number: K/601/7856

QCF level: 3

Credit value: 7


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.


38


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

B030032 –

Spec

ific

atio

n –

BTEC L

evel

2 a

nd L

evel

3 A

ppar

el,

Footw

ear,

Lea

ther

and T

extile

Pro

duct

ion –

Is

sue

1 –

Feb

ruar

y 2012 ©

Pea

rson E

duca

tion L

imited

2012

39

39

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1

Under

stan

d t

he

sect

or

mar

ket

and

how

tre

nds

are

pre

dic

ted.

1.1

D

emonst

rate

how

to p

redic

t tr

ends

of

the

sect

or’s

mar

ket,

in

cludin

g:

se

asonal

tre

nds

des

ign f

unct

ions

□

Info

rmat

ion t

o info

rm o

wn w

ork

, in

cludin

g a

cces

s to

tre

nd

pre

dic

tion a

gen

cies

□

The

cycl

ical

nat

ure

of

appar

el d

esig

n

Documents

Edexcel BTEC Level 2 Certificate in Apparel, …...Edexcel BTEC Level 2 Certificate in Apparel, Footwear, Leather or Textile Production (QCF) Edexcel BTEC Level 3 Diploma in Apparel,