6130_s24_ms_1

Cambridge O Level
FASHION AND TEXTILES 6130/01

Paper 1 Written May/June 2024
MARK SCHEME
Maximum Mark: 100
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the May/June 2024 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.
This document consists of 26 printed pages.
© Cambridge University Press & Assessment 2024 [Turn over

6130/01 Cambridge O Level – Mark Scheme May/June 2024
PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level
descriptions for a question. Each question paper and mark scheme will also comply with these
marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.
© Cambridge University Press & Assessment 2024 Page 2 of 26

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Social Science-Specific Marking Principles

(for point-based marking)
1 Components using point-based marking:

 Point marking is often used to reward knowledge, understanding and application of skills.
We give credit where the candidate’s answer shows relevant knowledge, understanding
and application of skills in answering the question. We do not give credit where the answer
shows confusion.
From this it follows that we:
a DO credit answers which are worded differently from the mark scheme if they clearly
convey the same meaning (unless the mark scheme requires a specific term)
b DO credit alternative answers/examples which are not written in the mark scheme if they
are correct
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required.
(Check for evidence it is understood and not used wrongly.)
e DO NOT credit answers which are obviously self-contradicting or trying to cover all
possibilities
f DO NOT give further credit for what is effectively repetition of a correct point already
credited unless the language itself is being tested. This applies equally to ‘mirror
statements’ (i.e. polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms
with which they may be confused (e.g. Corrasion/Corrosion).
2 Presentation of mark scheme:

 Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
 Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
 Content in the answer column in brackets is for examiner information/context to clarify the
marking but is not required to earn the mark (except Accounting syllabuses where they
indicate negative numbers).
3 Calculation questions:
 The mark scheme will show the steps in the most likely correct method(s), the mark for
each step, the correct answer(s) and the mark for each answer.
 If working/explanation is considered essential for full credit, this will be indicated in the
question paper and in the mark scheme. In all other instances, the correct answer to a
calculation should be given full credit, even if no supporting working is shown.
 Where the candidate uses a valid method which is not covered by the mark scheme,
award equivalent marks for reaching equivalent stages.
 Where an answer makes use of a candidate’s own incorrect figure from previous working,
the ‘own figure rule’ applies: full marks will be given if a correct and complete method is
used. Further guidance will be included in the mark scheme where necessary and any
exceptions to this general principle will be noted.

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4 Annotation:
 For point marking, ticks can be used to indicate correct answers and crosses can be used
to indicate wrong answers. There is no direct relationship between ticks and marks. Ticks
have no defined meaning for levels of response marking.
 For levels of response marking, the level awarded should be annotated on the script.
 Other annotations will be used by examiners as agreed during standardisation, and the
meaning will be understood by all examiners who marked that paper.

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Question Answer Marks
1(a)(i) The child’s sun dress in Fig. 1.1 is made from printed lawn fabric. 1
Identify the construction method used to make lawn fabric.
weaving/[plain] weave/woven
1(a)(ii) Describe the appearance of plain lawn fabric. 1
smooth, same both sides, threads at right angles
1(a)(iii) State three reasons for using 100% cotton to make the lawn fabric for 3
the child’s sun dress in Fig. 1.1.
 absorbent so cool to wear/soaks up sweat

 washable as children’s clothes get dirty
 strong to withstand children playing
 absorbent so dyes well – bright colours.
One mark for each reason.
1(a)(iv) Suggest one sustainable manufactured fibre suitable to make the lawn 1
fabric for the child’s sun dress in Fig. 1.1.
 viscose, rayon
 any suitable regenerated fibre.
1(a)(v) State two advantages of using a blend of polyester and cotton to make 2
the lawn fabric for the child’s sun dress in Fig. 1.1.
 easy care/creases less

 less ironing needed
 more durable/hard wearing
 cheaper
 best of both fibres/improved performance.
1(b) Suggest one different method of controlling fullness in the skirt of the 1
child’s sun dress in Fig. 1.1.
gathering, smocking, tucks
1(c) Describe one component that could be used instead of a button to 2

fasten the shoulder straps of the child’s sun dress in Fig. 1.1.
toggle, snap fastener/press stud/poppa, metal dungaree clip/buckle, Velcro
One mark for name of an appropriate component and one mark for an
explanation of how it is used or a detailed description.
Credit correct description for wrong component.
1(d)(i) Identify the method used to finish the neckline edge of the child’s sun 1
dress in Fig. 1.1.
facing

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1(d)(ii) Identify the type of stitching used at the neckline and hem of the child’s 1
sun dress in Fig. 1.1.
top stitching, running stitch
1(d)(iii) Identify two types of pockets that could be added to the child’s sun 4
dress In Fig. 1.1. Give one advantage for using each type of pocket.
Pocket type 1 Patch pocket (1 mark)

Advantages:
 quick to make
 simple/easy to make
 design feature/decorative
 can be placed in different parts of the dress
 can use contrasting fabric.
One mark for one advantage.
Pocket type 2 In seam pocket (1 mark)

Advantages:
 unobtrusive/won’t spoil style of dress
 more capacity than patch pocket
 more secure than patch pocket/ things won’t fall out
 easy to use/at hand level.
One mark for one advantage.
No marks for advantage if pocket not identified.
1(e) Identify the production method that would be used to make a limited 1
number of the child’s sun dress in Fig. 1.1.
batch production
1(f) Sketch and label a design for a small bag to use as an accessory for the 4
dress in Fig. 1.1. Your bag should have a fastening, a simple appliqué
design based on a flower and the colours used should be shown.
 neat, labelled sketch

 fastening clearly identifiable
 applique of flower – must be labelled
 colours indicated.
One mark for each. Maximum three marks if sketch not labelled.

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1(g) Explain the meaning of the following pattern symbols: 4
Pattern symbol Explanation of meaning
Cutting line
____________ Stitching line
[Double] notches/balance marks

OR explanation of use.
[Straight] grain line
1(h)(i) Identify two types of seams other than a plain open seam. 2
 french seam
 flat felled seam
 overlocked seam
 overlaid seam
 double stitched seam.
One mark for each seam identified.
1(h)(ii) Give two stitch settings used to sew straight stitch on a sewing 2
machine.
stitch width [0]

stitch length [1–6]
1(i) Identify two methods of applying colour to fabric. 2
 batik
 [tie] dye
 fabric/silk painting
 printing [screen/roller/block]
 stencilling.
One mark for any correct method of applying colour to fabric.
1(j)(i) Explain the way in which reflective textiles work. 3
 Signalling textiles help people to be seen. E.g. reflective yarns that reflect
the light. They may work during the day and at night in response to a light
source.
 Contain glass beads which are reflective in the dark only when a light is
shone on them.
 Reflective inks and reflective coatings may be used in the same way.
1 mark for a point. Two marks for a well described point.

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1(j)(ii) Give one example of a use for reflective textiles. 1
high visibility accessories, miners, motorcycle clothes, high visibility jackets for
workers/emergency services, joggers/cyclists/pedestrians at night
1(k) Identify one type of fastening suitable to use on a baby garment. 1
Poppas/poppers/snap fasteners/press studs, Velcro
1(l) Identify each hand embroidery stitch in the table below. 3
Drawing of hand Identify the name of the stitch.

embroidery stitch.
satin stitch
fly stitch
chain stitch

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SECTION B
Answer three questions in this section.
2(a)(i) Identify the origin of silk fibres. 1
from the caterpillar/grub/cocoon/worm of the silk moth/Bombyx mori
2(a)(ii) Explain how silk fibres are made. 4
 silk worm feeds on [mulberry] leaves

 silk worm makes a cocoon of silk thread
 the cocoon is placed in hot water to loosen the gum holding the silk
thread
 the ends of the silk thread [from several cocoons] are placed together and
unwound in a continuous thread
 the gum which hardens again is usually boiled away after the silk is
woven.
One mark for a correct point. 2 marks for a well explained point.
2(b) Identify one fabric made from silk fibres. 1
velvet, organdie, dupion, chiffon, organza, jersey silk, crepe, georgette,

taffeta, satin, etc.
One mark for any correct fabric made from silk.
2(c) Identify two regenerated fibres with similar performance characteristics 2

to silk fibres.
[bamboo] viscose, rayon

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2(d) Evaluate the use of silk fabrics for luxury garments. 6
Characteristics
 expensive to produce
 silky, shiny, luxurious
 lightweight
 dyes well/bright colours
 can be washed
 comes in different weights
 warm
 breathable so cool to wear in hot weather
 drapes well
 not affected by static.
Garments
 wedding wear
 lingerie
 ball gowns
 night wear
 designer clothes
 Sarees for special occasions.
5–6 marks
Very good/excellent attempt, demonstrates detailed knowledge of the
characteristics of silk fabrics and their uses for luxury garments that can be
made from silk. Shows a high level of skill in evaluating the use of silk for
luxury garments and in the selection of examples. Very good organisation of
answer with skilled use of technical textile terms.
3–4 marks
Good attempt, shows knowledge of the characteristics of silk fabrics and why
luxury garments are made from silk. Makes at least one evaluation point.
Shows skill in the selection of examples. Shows knowledge of technical textile
terms with good organisation and skills.
1–2 marks
Valid, satisfactory attempt, fair knowledge of one or more characteristics of
silk and one example of use in luxury garments. May not contain any
evaluation or be a list of properties of silk unrelated to luxury garments.
Moderate organisation with some use of technical textile terms.

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2(e) Discuss the benefits of using three chemical fabric finishes. Give 6
examples to support your answer.
Antistatic finish:
 chemicals are sprayed onto fabrics to remove static electricity that makes
fabric cling
 fabrics are made more absorbent
 fabric conditioner also reduces static electricity but is not really a finish
 used for synthetics, acetate and silk.
Easy care/crease resistance:

 fibres are impregnated with a chemical resin that is cured by heating.
 reduces wrinkling and creasing
 generally used on natural fibres especially cotton
 not needed for synthetics as these naturally resist creasing
 useful as cuts down on ironing e.g. cotton and linen which both crease
easily
 clothes look fresh for longer
 can be drip dried so no ironing
 fabric may become stiffer
 may wash out
Flame resistance:
 synthetics tend to melt rather than burn but give off poisonous fumes
 wool resists burning anyway
 not fireproof but slow down the rate of burning
 chemicals such as proban added to fabrics by soaking or spraying on
 required by law in some countries for children’s sleepwear and
furnishings
 fabric may become stiffer.
Stain resistance:
 silicones or resins are sprayed on fabric
 Teflon
 stops dirt clinging to the smooth surface
 care needed when cleaning
 wool repels water so may not benefit from this finish
 used on ties and some children’s clothes e.g. play aprons.
Water repellency:
 chemical finishes that coat fibres
 water cannot penetrate but air can
 droplets of water remain on the surface
 if the fabric becomes saturated water will pass through
 used extensively on modern fabrics made from microfibres
 silicone is often used.

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2(e) 5–6 marks

Very good/excellent attempt, demonstrates detailed knowledge of three fabric
finishes and discusses their benefits when used for clothing. Shows a high
level of skill in selection of appropriate fibres and reasons for each finish. Very
good organisation of answer with skilled use of technical textile terms.
3–4 marks
Good attempt, wide knowledge of two or more fabric finishes and discusses
some benefits of each. Gives examples of fibres to support the answer.
Shows knowledge of technical textile terms with good organisation and
presentation skills.
1–2 marks
Valid, satisfactory attempt, fair knowledge of one or more fabric finish. May
not relate the finishes to the correct fibres or discuss their benefits. Moderate
organisation with some use of technical textile terms.
3(a) List four guidelines to follow when laying out pattern pieces on fabric 4
ready for cutting out.
 check for flaws in fabric

 always follow straight grain/consider nap/consider matching stripes and
checks
 put pattern pieces to a fold when necessary
 iron fabric before laying out
 lay fabric on a flat surface
 make sure the warp is not twisted/straighten fabric first
 iron fabric
 do not allow any pins to protrude from the edge of the paper pattern/pin
carefully
 don’t waste fabric/be economical/start with big pieces.
One mark for each correct point.
3(b) Explain how to attach beads and sequins to a wedding dress. 4
 mark out the design on the fabric

 use a fine needle or a beading needle/correct needle type
 use thread that matches the fabric
 start and finish with a double stitch
 beads and sequins can be sewn separately
 sequins/beads may be in strips that can be stitched down
 make sure they are secure.
One mark for each correct point.

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3(c) Assess the factors to consider when selecting fabric for a wedding 6
dress.
 cost
 availability of materials
 colour, depending on custom and culture as well as personal taste
 weight of fabric depending on style/if it needs to be strong for
embellishments
 probably doesn’t have to be washable as only worn once so may be dry
cleanable
 season not really important as wedding dress styles tend to be intended
for warm weather/indoor
 the style of the dress e.g. will it need a lacey fabric/a fabric that
gathers/fabric with texture etc.
 do you want the fabric to drape or gather
 the age/gender of the bride
 what fabric is in fashion
 which fabrics is the sewer confident and competent to use.
5–6 marks
Very good/excellent attempt, demonstrates detailed knowledge of a wide
range of factors to consider when selecting fabric for a wedding dress. Shows
a high level of skill in selection of appropriate reasons/justifications and
examples to illustrate the answer. Very good organisation of answer with
skilled use of technical textile terms.
3–4 marks
Good attempt, wide knowledge of several factors to consider when selecting
fabric for a wedding dress. Gives some reasons/justification and examples to
support the answer. Shows knowledge of technical textile terms with good
organisation skills.
1–2 marks
Valid, satisfactory attempt, fair knowledge of one or more factors to consider
when selecting fabrics for a wedding dress. May not give examples or
reasons. May be a list. Moderate organisation with some use of technical
textile terms.

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3(d) Evaluate the ways to recycle a wedding dress. 6
 Sell/give it to someone else. May not fit but could be altered. Not likely to
get a high price especially if it has been soiled while worn. If long the hem
may have dragged along the ground.
 Donate to charity/theatre. Wedding dresses can be expensive and have
sentimental value. May not fit someone else. Quick and easy way to pass
it on and ensure it is used.
 Upcycle/dye it and reuse as a prom dress. Depends on the original style
and the fibre content of the fabric. Dyes for synthetics that can be used at
home are now available. Means you can keep the dress and it will fit you.
Improves investment value of the dress.
 Use the fabric to make a different garment, perhaps a christening gown/
child’s party dress. Depends on the type of fabric and there would
probably be more than needed.
 Disassemble it and use the parts to make a new garment. Zips, lace,
beads, fasteners and fabric could all be used to make other products.
 Use the fabric to make accessories – cushions, ring cushions. May need
to change colour or only use certain parts of the dress.
5–6 marks
range of ways in which to recycle a wedding dress. Shows a high level of skill
in evaluating the ways in which a wedding dress can be recycled and offers
appropriate reasons for each way. Very good organisation of answer with
skilled use of technical textile terms.
3–4 marks
Good attempt, wide knowledge of several ways of recycling a wedding dress.
Offers some evaluation or justification of suggested ways to recycle a
wedding dress. Shows knowledge of technical textile terms with good
organisation and presentation skills.
1–2 marks
Valid, satisfactory attempt, fair knowledge of one or more ways to recycle a
wedding dress. May offer limited or no evaluation. Moderate organisation with
some use of technical textile terms.

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4(a) Explain the functions of the following parts of a sewing machine. 4
Sewing Machine Explanation of function

Part
grips the fabric, moves the fabric held

Feed dog
under the presser foot
guides/allows the thread/needle to move

Take up lever
up and down to make a lock stitch
Stop motion knob or disengages movement of needle for

screw bobbin winding
Presser foot holds the fabric in place while stitching
4(b) List four safety rules to follow when using a sewing machine. 4
 tie hair back

 no loose clothing so it is not trapped in sewing machine
 no water near a sewing machine to avoid electric shocks if it is spilled
 no broken flexes as these can cause electric shocks/electrocution
 concentrate/no distractions when sewing
 good lighting
One mark for each correct safety rule specifically about sewing machines.

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4(c) Discuss the factors to consider when choosing a sewing machine for 6
home use.
 Cost/budget – cheaper machines have less features. Computerised

machines are more expensive.
 Weight – does it have to be moved/carried a lot? Will it always be used in
the same place?
 Size – how much storage is available? Will it have to be transported from
place to place?
 Range of functions/stitches – are decorative stitches needed?
 What sort of sewing will it be used for? E.g. if sewing thick fabrics/leather
an industrial machine may be needed.
 Computerised – more expensive but may do decorative stitches,
buttonholes etc. automatically. Can save time when making things.
Features such as automatically fastening off at beginning and end of
stitching.
 Do the feed dogs drop for free machine embroidery?
 Hand or electric – availability of electricity.
 Ease of use – a beginner may want a basic model.
 Overlocker or standard machine – overlocker too limited.
5–6 marks
range of factors and relates them to the context of home sewing. Shows a
high level of skill in selection of appropriate reasons for the factors given. Very
3–4 marks
Good attempt, wide knowledge of several factors and selects some
appropriate reasons for the factors given. Shows knowledge of technical
textile terms with good organisation and presentation skills.
1–2 marks
Valid, satisfactory attempt, fair knowledge of one or more factors. Competent
selection of some reasons for factors suggested. Moderate organisation with
some use of technical textile terms.

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4(d) Evaluate the advantages of two different types of interfacing. 6
All are used to strengthen, stabilise or shape fabrics.

Any two types may be evaluated.
Iron on non-woven interfacing:

 aka Vilene, Visalene etc.
 used on any type of fabric
 has a layer of glue on one side – the glue melts when heated and
adheres to fabric
 because it is non-woven it is economical to use because there is no grain
line to follow when cutting out/less waste/saves money
 made from synthetic fibres
 comes in a variety of weights
 available in black and white
 available in stretch or non-stretch
 quick to use/saves time
 no sewing required and it stays in place over the whole area covered.
Sew in non-woven interfacing:

 has to be tacked/basted in place
 takes longer to use
 no grain line
 useful for fabrics that can’t withstand the heat needed to melt glue
 tends to be heavier weight and used in tailoring
 can be used on any fabric.
Iron-on woven interfacing:

 can stretch slightly on bias because it is woven
 used on any type of fabric
 has a layer of glue on one side – the glue melts when heated and
adheres to fabric
 has to be cut on straight grain line when cutting out
 made from natural or synthetic fibres
 comes in a variety of weights
 quick to use/saves time
 no sewing required and it stays in place over the whole area covered.
Sew in woven interfacing:

 has to be tacked/basted in place
 takes longer to use
 has straight grain line
 useful for fabrics that can’t withstand the heat needed to melt glue
 tends to be heavier weight and used in tailoring
 available in black and white and neutral shades
 can be used on any fabric.

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4(d) 5–6 marks

Very good/excellent attempt, demonstrates detailed knowledge of two types of
interfacing. Shows a high level of skill in evaluating appropriate advantages
and disadvantages of both. Gives examples to illustrate the answer. Very
3–4 marks
Good attempt, wide knowledge of one type of interfacing or less detailed
knowledge of two types. Offers evaluation of most advantages and
disadvantages and gives some examples to support the answer. Shows
knowledge of technical textile terms with good organisation and presentation
skills.
1–2 marks
Valid, satisfactory attempt, fair knowledge of one type of interfacing.
Competent selection of some relevant advantages. Moderate organisation
with some use of technical textile terms.
5(a) State two reasons why it is important to press a garment after it is 2

completed.
 quality control
 quality assurance
 to ensure a well finished/quality garment/improve appearance.
One mark for each point.
5(b) Identify four types of retail outlets that sell garments. 4
 designer shops
 department stores
 high street retailers
 mail order
 internet shopping
 market traders.
One mark for each type of retailer.

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5(c) Identify two factors to consider when selecting a pattern for a work 2
jacket.
 smart style, does it need to be fashionable e.g. for shop work

 may need to be fitted, are there any safety factors to consider e.g.
catching on machinery
 not revealing/high neck
 type of work e.g. office, shop etc.
 indoors or outdoors
 does it need to be warm or cool
 are pockets needed
One mark for each factor.

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5(d) Discuss the suitability of different methods to make a hem on a work 6

jacket.
Choice of hem depends on: style, shape of hem, fabric, whether jacket is
lined, use of jacket. Hem can be hand or machine stitched.
Double fold hem:

 used on light to medium weight fabrics
 might be used on an unlined jacket
 used on plain and transparent fabrics
 pressed then tacked in place. May be machined or hand hemmed. If thin
fabric hand stitching would show
 raw edges are hidden
Invisible hem:
 used on heavier fabrics where stitches will not show on right side. Good
for a lined jacket
 just one thread is taken up in the stitch
 the hem is folded when stitching
Single fold hem:

 would need the hem edge to be finished with zig zag or overlocking if
visible
 usually used on bulky fabrics
 may be stitched with herringbone stitch so it sits well
 mostly used where a lining would cover the stitches.
Bound hem:
 could be a decorative feature
 used for heavy weight fabrics
 the edge of the fabric is covered in bias binding
 slip stitched in place if the hem is turned up
 the binding can be machine stitched
 could be used on unlined jacket.
False hem:
 may be used to lengthen the jacket as well as neatening the hem
 cut to shape of hem
 bit like a facing
 invisibly slip stitched in place
 would suit jacket with a curved hem.
Machined hem:
 narrow hem
 lightweight fabric
 not bulky fabric
 may be used for an unlined jacket
 only suitable for straight edges
 would not be used on a jacket.

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5(d) 5–6 marks

range of methods of making a hem and relates them to particular styles of
work jackets. Shows a high level of skill in selection of appropriate examples
of fabrics and techniques to illustrate the answer. Very good organisation of
answer with skilled use of technical textile terms.
3–4 marks
Good attempt, wide knowledge of two or more methods of making a hem
suitable for a work jacket. selects appropriate examples of fabrics and
techniques to illustrate the answer. Shows knowledge of technical textile
terms with good organisation and presentation skills.
1–2 marks
Valid, satisfactory attempt, fair knowledge of one or more method of making a
a hem which may be suitable for a work jacket. Competent selection of some
examples of fabrics. Moderate organisation with some use of technical textile
terms.

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5(e) Evaluate two waist finishes for a skirt used for office wear. 6
Gathered waist:
 if elasticated this would be comfortable to wear in an office if sitting a lot
 can be bulky and may not look smart especially if worn with a jacket
 not a flattering shape
 there could be a casing and the skirt could be gathered with a drawstring
or elastic
 the skirt might be gathered onto a waistband
 tends to be for casual wear
 skirt will be full and have a lot of material which may be safety issue.
Stiffened waistband:
 more formal
 usually used on a straight or A line skirt
 looks neater if worn with a tailored jacket
 more difficult to make
 requires accuracy when fitting to skirt
 can feel tight when sitting for a long time/might ride up
 skirt may crease.
Faced waist:
 can be shaped facing
 bias or petersham ribbon facing
 looks very neat
 good to wear with a tailored jacket as it is smooth
 not bulky
 might be slip stitched in place or loose.
5–6 marks
Very good/excellent attempt, demonstrates detailed knowledge of two waist
finishes for a skirt used for office wear. Shows a high level of skill in
evaluating each waistline finish and selects appropriate reasons for choices.
Very good organisation of answer with skilled use of technical textile terms.
3–4 marks
Good attempt, wide knowledge of one waistline finishes or less detailed
knowledge of two waist finishes. Offers an evaluation and may give reasons
for choices. Shows knowledge of technical textile terms with good
organisation and presentation skills.
1–2 marks
Valid, satisfactory attempt, fair knowledge of one waistline finish. Simple
evaluation of reasons for choice. Moderate organisation with some use of
technical textile terms.

PUBLISHED
6(a)(i) Identify the sleeve type shown in the sports top in Fig. 6.1. 1
raglan
6(a)(ii) Identify one reason for choosing the sleeve type shown in Fig. 6.1. for a 1
top worn for sports activities.
 stretches/the seam is on cross grain

 freedom of movement because it stretches/follows body shape
6(a)(iii) Describe the sequence of processes to make the sports top in Fig. 6.1. 6
 join front bodice seams to insert panel

 join back bodice seams to insert panel
 stitch the raglan seams
 hem sleeves/attach sleeve bindings [could be done at end]
 sew side and sleeve seams [may be 2 separate processes]
 add neck binding [could be attached at end]
 hem bottom of sports top
Award the longest, correct and logical sequence of processes.

PUBLISHED
6(b) Discuss the advantages of using Computer Aided Manufacture [CAM] to 6

make sports tops.
 fashion garments so made by batch production and quick turnover

needed
 quicker
 saves costs because less labour needed
 automated production is more accurate e.g. laying and cutting out [may
be mass produced if plain]
 less skilled workers needed
 cutting out is more accurate, therefore there is less waste which is good
for the environment
 less manual labour used in laying out and cutting fabric
 automated quality control – fabrics scanned for flaws
 CAM can control the production line automatically moving garments on
 specialised computerised machines can perform tasks more accurately
e.g. hemming.
5–6 marks
Very good/excellent attempt, demonstrates detailed knowledge of Computer
Aided Manufacture and shows a high level of skill in the selection of
appropriate advantages of using CAM to make sports tops. Very good
organisation of answer with skilled use of technical textile terms.
3–4 marks
Good attempt, wide knowledge of computer aided manufacture methods and
selects appropriate advantages. Shows knowledge of technical textile terms
with good organisation and presentation skills.
1–2 marks
Valid, satisfactory attempt, fair knowledge of computer aided manufacture.
Competent selection of some relevant advantages. Moderate organisation
with some use of technical textile terms.

PUBLISHED
6(c) Assess the reasons for dyeing fibres, yarns, fabrics and garments at 6
different stages of production.
Regardless of the stage at which the dye is used the dye must be fixed with a
mordant.
Fibres:
 stock dyeing
 dyes and mordants specific to the fibre can be used
 dyeing will be more successful and even/uneven dying can be rectified
later
 different fibres that have been pre dyed can be used to make interesting
yarns.
Yarns:
 yarn dyeing
 only suitable if the yarns are made from the same fibre
 used for knitting and weaving yarns
 dyed in batches so care needed that only yarns from the same dye batch
will be used – knitting yarns have a batch number as well as a dye
number
 if multiple fibre yarns are to be made they would have to be dyed
separately before plying. Expensive and time consuming
 dip dyeing and other decorative techniques such as resist dyeing can be
used
 can be space dyed
 ikat [traditional] – dye is painted onto warp yarns on the loom to make
designs.
Piece dyeing:
 fabric is dyed
 continuous through pads or rollers
 usually only fabrics with one fibre unless a specific look is wanted
 may dye over a printed design on the fabric
 good for large quantities
 decorative resist dye techniques can be used.
Garment dyeing:
 the whole garment may be dyed e.g. denim jeans, T-shirts
 all parts of garment including sewing thread are dyed the same colour
 dyed in batches in a dye vat
 late decisions on colour can be made to adjust to current fashion trends.
5–6 marks
Very good/excellent attempt, demonstrates detailed knowledge of dyeing
textiles. Shows a high level of skill in understanding the reasons for dyeing at
different stages of production. Very good organisation of answer with skilled
use of technical textile terms.

PUBLISHED
6(c) 3–4 marks

Good attempt, wide knowledge of two stages at which textiles are dyed or
less detailed knowledge of all stages. May understand some reasons why
dyeing is carried out at different stages of production. Shows knowledge of
technical textile terms with good organisation and presentation skills.
1–2 marks
Valid, satisfactory attempt, fair knowledge of one or more stages at which
textiles are dyed. May understand some of the reasons for dyeing at the stage
described. Moderate organisation with some use of technical textile terms.

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Cambridge O Level

FASHION AND TEXTILES 6130/01

This document consists of 26 printed pages.

© Cambridge University Press & Assessment 2024 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© Cambridge University Press & Assessment 2024 Page 2 of 26

Social Science-Specific Marking Principles

1 Components using point-based marking:

From this it follows that we:

2 Presentation of mark scheme:

© Cambridge University Press & Assessment 2024 Page 3 of 26

© Cambridge University Press & Assessment 2024 Page 4 of 26

Question Answer Marks

1(a)(ii) Describe the appearance of plain lawn fabric. 1

smooth, same both sides, threads at right angles

 absorbent so cool to wear/soaks up sweat

One mark for each reason.

 easy care/creases less

gathering, smocking, tucks

1(c) Describe one component that could be used instead of a button to 2

toggle, snap fastener/press stud/poppa, metal dungaree clip/buckle, Velcro

Credit correct description for wrong component.

© Cambridge University Press & Assessment 2024 Page 5 of 26

Question Answer Marks

top stitching, running stitch

Pocket type 1 Patch pocket (1 mark)

Pocket type 2 In seam pocket (1 mark)

No marks for advantage if pocket not identified.

 neat, labelled sketch

© Cambridge University Press & Assessment 2024 Page 6 of 26

Question Answer Marks

1(g) Explain the meaning of the following pattern symbols: 4

Pattern symbol Explanation of meaning

____________ Stitching line

[Double] notches/balance marks

[Straight] grain line

One mark for each seam identified.

stitch width [0]

1(i) Identify two methods of applying colour to fabric. 2

One mark for any correct method of applying colour to fabric.

1(j)(i) Explain the way in which reflective textiles work. 3

1 mark for a point. Two marks for a well described point.

© Cambridge University Press & Assessment 2024 Page 7 of 26

Question Answer Marks

1(j)(ii) Give one example of a use for reflective textiles. 1

1(k) Identify one type of fastening suitable to use on a baby garment. 1

Poppas/poppers/snap fasteners/press studs, Velcro

1(l) Identify each hand embroidery stitch in the table below. 3

Drawing of hand Identify the name of the stitch.

© Cambridge University Press & Assessment 2024 Page 8 of 26

Question Answer Marks

2(a)(i) Identify the origin of silk fibres. 1