Draft a jersey from measurements.
Work like a pattern cutter. Enter body measurements, choose how much ease the fit needs, and see the pattern pieces and fabric amount worked out for you.
Enter chest, body length and sleeve length, choose a fit, then read the finished chest, panel widths, fabric needed and a size table. The dashed line on each piece is the stitch line and the solid line includes the seam allowance.
Check the pattern by making a paper or calico sample before cutting final fabric.
Press Generate a jersey for a new design and turn it round in 3D. Then open the pattern pieces to see how the jersey is cut, what materials it needs and the order it is sewn.
What you will learn
- Use body measurements and ease to work out the size of pattern pieces.
- Explain the difference between a stitch line and a cutting line with seam allowance.
- Estimate fabric quantity and grade a pattern across a size range.
Design challenge
- Choose who the jersey is for and the kind of ride it is made for.
- Measure a real person (with permission) or use the sample measurements.
- Compare race, club and relaxed fit on the same body. Record the panel width for each.
- Change the seam allowance and describe what happens to the piece size and to the fabric needed.
- Read the size table. Pick one size and say how much its panel differs from the next size.
Reflect
Write it down before you move on. Your answers stay in this browser.
Curriculum links
KS3 National Curriculum, Design and technology
- Design “develop specifications to inform the design of innovative, functional, appealing products”
- Make “select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture”
GCSE Design and technology subject content
- Selection “the selection of materials or components is influenced by a range of factors”
- Techniques “specialist techniques and processes that can be used to shape, fabricate, construct and assemble”
- Scale “alternative processes that can be used to manufacture products to different scales of production”
Statements are quoted from the Department for Education documents linked above. Exam boards word the GCSE content in their own specifications, so check yours before using this page for assessment evidence.