As part of my intervention project, ‘improving technical workshop handouts’, I wanted to ensure this was a co-creation process with the current BA Fashion Contour students. My aim is to build resources with students, not just for them. I want the handouts to allow the students to work at their own pace, feel confident in self-led learning, and be supported regardless of their learning style or background.

To start this process, I created a questionnaire and sent it to all current Year One, Two-, and Final-Year students on BA Fashion Contour.
Ba Fashion Contour Handouts – Intervention research

22 students completed the survey, out of 134 enrolled students (2024–2025 academic year). That’s a 16.4% response rate. The questionnaire was released outside of term time, which likely affected engagement. I’ll be using this initial data to create a prototype handout template, and when students return in September, I plan to seek further feedback and develop this work collaboratively.

The results are as follows:

1. Do you use the handouts when sewing the workshop samples?

 100% of respondents said that they use the handouts during workshops. This confirms that handouts are not just supplementary—they’re essential to how students navigate the sewing workshops. It reinforces the need for consistent, accessible, and inclusive resources. If the handouts are not meeting all students’ needs, then a significant proportion of learners may be disadvantaged, especially in independent work or when revisiting missed lessons.

2. Do you think the current handouts adequately support your making?

60% of students felt the handouts supported them, while 40% said they did not. This suggests that nearly half the cohort finds the current handouts lacking in clarity, usefulness, or accessibility. This split suggests the materials do not yet meet the Universal Design for Learning (2012) principle of designing for variability.

3. If no, what changes would benefit you?

The most common request was for more visual content; step-by-step pictures or process diagrams that show how the method should look at different stages. One participant asked for “more pictures,” while another suggested the current text could be supplemented with “slightly more info” and clearer visuals. Not all students responded, but where feedback was given, it reflected a need for visual reinforcement. It’s clear that for some learners, a wall of text doesn’t aid their learning.

4. Please rank the following fonts in order of preference.

Arial was the top choice, followed closely by Verdana, Tahoma, and Trebuchet. Comic Sans and Century Gothic ranked lower. These results closely mirror the British Dyslexia Association Style Guide (2023), which recommends sans-serif fonts with open, round shapes and consistent spacing. Following on from this result, I will use Arial font for the new handout format.

5. What handout elements are most useful? (Ranked list)

The top three features that participants valued were:

• Photographs of the method of make
• Small chunks of instructions
• Annotated diagrams

This reflects preference for visually supported learning. Other highly ranked features were cutting guides and QR codes linking to videos, which suggest a desire for more digital visual resources. This aligns with the Universal Design for learning’s (2012) principle of providing multiple means of representation.

6. Is there anything important missing from the ranked items above?

Most students left this question blank or confirmed that the options provided were sufficient. However, even with limited responses, the theme of different visual options emerges again—students want information in formats that allow them to engage in different ways depending on their needs, confidence levels, and experience.

7. Please review this example cutting diagram—how can it be improved?

There was a mix of feedback -some participants felt it was clear, while others pointed out areas for improvement. Suggestions included using a clearer font, adding more detailed instructions, and including axis markers for cutting accuracy. One student said it needed “more information,” suggesting the current version may assume prior knowledge, reinforcing that diagrams should be treated as teaching tools, not just reference images.

8. Please review the sewing key—how can it be improved?

The feedback was about visual clarity- the participants asked for improved colours, particularly for the cutting lines and notches. I will find a contrasting colour for the cut line, one that is vibrant, and doesn’t blend in like the current yellow. One suggested using a “darker colour as the symbols can be hard to see,” while another wanted “brighter colours.” There was also a request for better quality images.

9. Please review this example sewing application—how can it be improved?

Most students said this was clear and helpful, with comments like “makes perfect sense” and “very clear.” However, one suggestion was to indicate the right and wrong sides of the fabric, as this can sometimes be unclear in flat diagrams. I will ensure it is visually clear in the sewing key and on the diagrams. Another student suggested “simpler instructions,” reminding me that visual content should be supported by plain language. Overall, this section received the most positive feedback—but it still reinforced the idea that layered explanation (text, image & context) works best.

Conclusion

Hearing directly from students has reinforced what I already feel: the handouts are valuable, but they need work to help them develop their self lead learning. This process has reminded me that inclusion is about ongoing, thoughtful collaboration. The feedback has already shaped how I’m approaching the new handout template, and it will continue to guide the decisions I make throughout the intervention. My goal is to build something with the students—not just around them.

Bibliography

British Dyslexia Association (2023) Dyslexia Style Guide 2023. Available at: https://www.bdadyslexia.org.uk/advice/employers/creating-a-dyslexia-friendly-workplace/dyslexia-style-guide or chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://cdn.bdadyslexia.org.uk/uploads/documents/Advice/style-guide/BDA-Style-Guide-2023.pdf?v=1680514568

 (Accessed: 13 July 2025).

Glass, D. Meyer, A. and Rose, D. (2012) Universal design for learning in the classroom: practical applications. New York: Guilford Press.

Image Bibliography

Fig 1-11. Jade Gellard, (2025) Screenshot of Microsoft Forms survey results, 22 July.

After presenting to my peers, the feedback received was insightful and helped me to further develop my intervention – improving the handouts appears to be a subject that many of us think about but struggle to find the time to do so.

One thing that stood out was how this work connects with differentiation. My peers mentioned that clearer, more informed handouts could allow students to work at different paces, which is the goal. Some students will complete their samples within the allocated workshop time, waiting on their peers to catch up, whilst others will need more time or space to process each step. Appropriate handouts can support both of those experiences without making anyone feel behind or rushed.

There were also suggestions around offering additional materials—like extra sewing packs or handouts with more complex techniques for students who want to practise or stretch themselves further. I love this idea, and can see how it would support both confidence and progression. It also gives students more autonomy to practise before moving onto their final garments, which ties in well with the aims of my intervention.

I appreciated the reminder to be mindful of inherited handouts—to approach with respect for the work that’s gone before. I want to build something collaborative, not just impose something new. Creating a shared handout template for technicians will be a great way to support the team in creating the updated handouts together, while keeping consistency for students.

There were also some practical concerns about time—how hidden and heavy the workload can be, especially over summer, where my main priority is focusing on preparing for the next academic year. Making even small changes takes time, and that time isn’t always available. During term time, students come first and I will put down other tasks if they need support. This work will most likely be done in quieter periods of term, and during the winter/spring/summer breaks. Hearing that from my peers has helped me to feel more confident in protecting space for the handout tasks.

One of my favourite suggestions was to add a welcome page to the handouts—something simple that reminds students who we are, who they can talk to for help, and that there’s more than one way to complete a sample, ending with the same finished look. It fits with the inclusive and student-centred approach I want this intervention to have.

My course leader also offered some thoughtful feedback. He reminded me that because I’ve got lived experience and industry practice, I might move too quickly or assume things are obvious within the workshop sessions. Just because I know how to do something doesn’t mean the students do – its my job to scaffold them and build their knowledge, whilst also building confidence, to ensure strong and confident final years, ready for industry. He encouraged me to keep co-creation at the centre of the project and make sure students are properly involved in shaping the materials. That’s something I’ve taken on board. I’m student centred – the intervention needs to work for them, not for me.

There was also a gentle warning around avoiding tokenistic work—about showing clearly why this intervention matters and how it can have a positive impact. His suggestion was to create a questionnaire, build a template based off their feedback, and then work with a focus group to discuss and improve. I also need to think about sustainability, and will not print off 70 handouts for each workshop each academic year. Instead, the updated handouts will be sent as a PDF via email the week before class, and I will laminate 5 copies to keep to hand for students who prefer an analogue copy.

Overall, the feedback has given me loads to think about, and has certainly shaped how the new template can look. I look forward to testing it with my students, using both my peers and course leader feedback, and my students feedback.

This is the PowerPoint presentation delivered during peer presentations.