Teacher notes Sewing machine Background As you have

Teacher notes – Sewing machine Background – As you have gathered by now we are a digital learning orientated bunch, and teaching pupils the key aspects of how to use the sewing machine digitally has made it easier. as we can now show it on the white board and everyone in the room can see it! It has made the teaching of this aspect a lot more effective for the pupils. Background – Imparting key aspects on safety procedures when using a sewing machine, identification of main parts of a sewing machine and sewing effectively.

Background – Introduction to correct technical terms. Possible teaching/discussion point e. g. We have found it helpful in practical sessions that pupils have a basic understanding of the main functional parts of a sewing machine, and that they can refer to parts of the machine using appropriate terms. You can easily substitute the pictures for machines in your centres. Possible teaching/discussion point e. g. As above - Again a large version of the machine helps with this.

Background – Pupils can confidently use the sewing machine safely. Possible teaching/discussion point e. g. Pupils know how to undertake a range of task safely and independently – e. g. select a range of stitches , straight, zigzag, embroidery, reverse etc. Background – We have tried lots of ways of teaching pupils how to thread a sewing machine and even using poems! The curse of any Textile teacher! The presentation slide is set up as an introduction to threading the machine – each step of the threading of the machine, requires a mouse or touch pad click. Pupils have responded well to the slide, apologies for the thread colour but it is “well” visible. Like many of our presentation slides this is left “looping” until the majority of the class understand, and then can help each other.

Background – Imparting key aspects on safety procedures when using a sewing machine foot. No pressing another persons foot down while they are using it rule, and also how to use the foot effectively.