Ask students to research and discuss:

• fashion styles from the 1940s, fifties, sixties, seventies, eighties and nineties
  
• the political, environmental, social, technological developments and influences of these times

Involve the students in developing a display of clothing and photographs, and magazine articles that demonstrate the above

Discuss with the class the key features of a design brief/specification which they would give to a designer designing one or more of the following for their own age range:

• a school uniform
  
• clothing to attend an outdoor sports event in the summer/winter
  
• clothing to wear to go shopping
  
• clothing to wear on a bicycle/motorbike

How would the brief and specification change in each case?

Ask the students to develop a detailed product analysis of one of the following:

• surf shorts
  
• fleece jacket
  
• outdoor hiking trousers
  
• expedition anorak
  The following section headings should be used to help analyse the product:
  
• function: define the purpose
  
• ergonomics: ease of use, wearability
  
• aesthetics: what it looks like and why
  
• scientific/technological aspects: material properties, fasteners etc
  
• construction: how it has been made
  
• environmental considerations: in relation to its design and manufacture
  
• value - a judgement in relation to value for money

After viewing

Discuss with the students key features/concepts of the programme in relation to:

• street style, eg space-age culture, mobility, transitional space, movement, originality, masked identity, computer age, urban nomads
  
• new technologies, eg heat-exchange material (Outlast), smart materials, neoprene coatings, phosphorescent materials, integrated electronics

Purchase a TEP 'smart colours' starter pack (£3.50 plus p & p) from Teaching Resources, Middlesex University, Trent Park, Bramley Road, Oakwood, London, N14 4YZ, Tel: 020 8447 0342. This will enable the students to experiment with both thermochromic pigments which change colour depending on temperature and phosphorescent pigments that glow in the dark. Both pigments can be applied to fabrics - full instructions are included with the kit. After experimentation and research, the students can design any textile item that makes full use of these properties.

Ask the students to design and construct a textile item that could be worn at a disco or club. The item should contain an electronic system, eg a voice recorder or flashing diodes. Suitable systems may be economically purchased from either:

• the Design and Making Centre; telephone 01209 719354 for a free catalogue of components
  
• Rapid Electronics (education); telephone 01206 751166
  
• Middlesex University teaching resources; telephone 020 8447 0342

Discuss with students future design and technological developments which may, could or should take place in the future in relation to items of functional clothing for the following situations:

• riding
  
• cycling
  
• surfing
  
• watching sport