Example · Technologies · S2 · Scotland

Tactile Tapestry Galashiels

Fiona, Galashiels, Scottish Borders

Built by ALF Studio from exactly what each teacher typed, then changed the way that teacher teaches.

What she typed · word for word

“How could a blind visitor experience the Great Tapestry of Scotland? Pupils choose one panel, design a tactile relief of it in layered laser cut card and 3D printed detail, test it blindfolded and with a local sight loss group, and present prototypes to the visitor centre team.”

On the form: Scotland (Curriculum for Excellence) · S2 · Technologies · 5 weeks · 2 lessons a week, 50 minutes · Galashiels, Scottish Borders

Why it is here

Design for a user who cannot see the thing everyone else comes to look at; the test happens in their fingertips.

What a school would ask first

The laser cutter and 3D printer under staff supervision; blindfold testing with a sighted partner; access planning and photo consent for the sight loss group.

Example teacher

Fiona

Galashiels, Scottish Borders

Teaches: S2 Technologies, Scotland (Curriculum for Excellence).
Her lessons: 2 a week, 50 minutes.

Standards on the form

TCH 3-10a: I can explore the properties and performance of materials before justifying the most appropriate material for a task.Suggested by ALF, kept
TCH 3-09a: I can create solutions in 3D and 2D and can justify the construction/graphic methods and the design features.Chosen with Choose your own

The unit as she left it

Drafted Oct 8 in 24 seconds · 4 changes since

Technologies · S2 · 5 weeks

Tactile Tapestry Galashiels

Driving question

How can we create a tactile display so blind visitors can experience the Great Tapestry of Scotland?

Standards

TCH 3-10a

I can explore the properties and performance of materials before justifying the most appropriate material for a task.

TAUGHT IN Week 1, activity 1; Week 2, activity 2; Week 3, activity 2; Week 4, activity 2; Week 5, activity 1; Week 5, activity 2ASSESSED BY Material Exploration and Justification

TCH 3-09a

I can create solutions in 3D and 2D and can justify the construction/graphic methods and the design features.

TAUGHT IN Week 1, activity 2; Week 2, activity 1; Week 3, activity 1; Week 3, activity 2; Week 4, activity 1; Week 5, activity 1; Week 5, activity 2ASSESSED BY 2D and 3D Solution Design

Contains public sector information licensed under the Open Government Licence v3.0.

Overview

Pupils examine images and stories from panels of the Great Tapestry of Scotland in Galashiels, investigating how visitors who are blind or partially sighted access visual heritage. Working in pairs, pupils choose a panel, select suitable tactile materials, and produce a layered card prototype with 3D-printed features. Pupils test their designs through blindfold handling and feedback from an invited local sight loss group, refining their models before presenting them to staff from the tapestry visitor centre.

Entry event

The teacher passes around a mystery box containing textured objects and a flat photo of a tapestry panel, asking blindfolded pupils to describe what they feel. Pupils then discuss why a visual embroidery in Galashiels excludes visitors with sight loss. A short video clip shows how blind people navigate tactile museum displays.

Need to know

How do people with sight loss read shapes and pictures with their hands?
Which panel from the Great Tapestry of Scotland will our team focus on?
Which materials feel distinct enough when laser-cut or 3D-printed?
How high must layers be so fingers can easily tell them apart?
What will the visitor centre team look for in our prototype?

Week by week

Your lessons: 2 a week, 50 minutes.

Week 1

Explore how tactile art works and investigate material textures.

Pupils test samples of card, wood, acrylic, and textiles under blindfolds to compare texture, warmth, and edge sharpness. Let pupils choose laser cut layered card, 3D print, or stitched textile for their relief, as long as it passes the fingertip test.
· 1 lesson
Pupils select one tapestry panel from photos of the Galashiels gallery and trace its main shapes onto a 2D line drawing. Swap the written design brief for a short audio description pupils record for their panel, which is what a blind visitor would actually use beside the relief.
· 1 lesson

Supports

Provide pre-printed high-contrast line guides for ASN pupils; provide a glossary of sensory vocabulary for EAL pupils; offer multi-textured textile swatches for pupils ready for an extension.

Deliverable

A traced 2D panel line drawing with tactile material notes for key areas.

Week 2

Plan layers and design raised components for the chosen panel.

Pupils separate their line drawing into background, midground, and foreground layers on 2D design software for laser cutting.
· 1 lesson
Pupils test laser-cut greyboard thicknesses and justify which layer heights make the scene easiest to navigate by touch.
· 1 lesson

Supports

Provide pre-layered template files for ASN pupils; use visual step cards for software commands for EAL pupils; encourage advanced pupils to test varied laser engrave depths for shaded textures.

Deliverable

A cut card test layer stack with written material justifications.

Week 3

Model 3D-printed tactile details and assemble the first prototype.

Pupils model one prominent focal element in 3D software to produce a distinct raised relief piece for 3D printing. Book a session at the Heriot-Watt textile campus at Netherdale so pupils can handle tweed weaves and borrow textures for their reliefs.
· 1 lesson
Pupils assemble laser-cut card sheets and 3D-printed elements into a complete relief prototype on backing board.
· 1 lesson

Supports

Pair ASN pupils with support assistants for 3D modelling; use bilingual shortcut sheets for EAL pupils; challenge quick finishers to add Braille lettering or tactile orientation marks.

Deliverable

Assembled working prototype of the tactile panel.

Week 4

Conduct blindfold user testing and gather community feedback.

Run a tactile clinic using worked examples that model a 3 mm minimum height difference and simplified shapes, before students test reliefs blindfolded and record where fingertips catch or get confused.
· 1 lesson
An invited local sight loss group visits to test prototypes and give direct verbal feedback to each pair.
· 1 lesson

Supports

Provide structured prompt cards for peer testing for ASN pupils; offer sentence stems for conversation with visitors for EAL pupils; have extension pupils record audio descriptions to accompany touch tests.

Deliverable

A completed touch-testing feedback log with planned design revisions.

Week 5

Refine the tactile relief panel and present it to gallery staff.

Pupils modify shapes, sand sharp edges, and rebuild layers based on user feedback to complete the final tactile model.
· 1 lesson
Pupils present their tactile panel and material choices to education staff from the Great Tapestry of Scotland centre.
· 1 lesson

Supports

Allow ASN pupils to present with cue cards or recorded audio; pair EAL pupils with supportive partners for speaking; encourage extension pupils to justify cost and durability for permanent gallery handling.

Deliverable

Finished tactile panel display board and written design justification.

Critique and revision

End of week 3

In week 4, pupils carry out structured peer blindfold trials followed by user feedback from an invited local sight loss group, marking areas that feel confusing or sharp.

Student reflection

Pupils write a short reflection on how touch changes design decisions compared to visual appearance alone, assessing how well their model represented the tapestry story.

Final product

What they make

A framed tactile relief panel made from laser-cut layered board and 3D-printed features, paired with a short written material justification.

Options

Pupils choose which panel from the Great Tapestry of Scotland to recreate and decide whether to use stepped relief, textured engraving, or 3D-printed components for key details.

Who sees it

Education and visitor services staff from the Great Tapestry of Scotland visitor centre, during the final lesson of week 5.

Teams

Pairs formed by pupil choice, with teacher guidance to balance digital design and practical craft confidence.

Rubric3 rows · 4 levels

Criterion	beginning	developing	proficient	advanced
Material Exploration and Justification TCH 3-10a · individual	Names materials used in the panel but does not explain why they were selected for touch.	Describes how card or plastic feels but provides limited reasons for why they suit blind visitors.	Explores properties of card and printed plastic and clearly justifies choices based on tactile clarity.	Justifies material choices in depth using test data on durability, texture contrast, and user safety.
2D and 3D Solution Design TCH 3-09a · team	Produces flat or indistinct layers that make the tapestry scene hard to identify by touch.	Builds 2D layers and a 3D element, but some shapes overlap confusingly or lack tactile contrast.	Constructs clear 2D cut layers and a 3D detail that allow users to distinguish key elements of the scene.	Constructs an intuitive, multi-layered tactile solution with smooth transitions and purposeful graphic features.
User Testing and Revision Collaboration · team	Records little testing feedback and makes no noticeable changes to the prototype.	Records test notes from peers but makes only minor surface changes to the design.	Uses feedback from blindfold trials and visitors to make sensible design revisions to the tactile panel.	Systematically integrates user trial feedback to substantially improve touch clarity and ease of navigation.

Material Exploration and Justification

TCH 3-10a · individual

beginning

Names materials used in the panel but does not explain why they were selected for touch.

developing

Describes how card or plastic feels but provides limited reasons for why they suit blind visitors.

proficient

Explores properties of card and printed plastic and clearly justifies choices based on tactile clarity.

advanced

Justifies material choices in depth using test data on durability, texture contrast, and user safety.

2D and 3D Solution Design

TCH 3-09a · team

beginning

Produces flat or indistinct layers that make the tapestry scene hard to identify by touch.

developing

Builds 2D layers and a 3D element, but some shapes overlap confusingly or lack tactile contrast.

proficient

Constructs clear 2D cut layers and a 3D detail that allow users to distinguish key elements of the scene.

advanced

Constructs an intuitive, multi-layered tactile solution with smooth transitions and purposeful graphic features.

User Testing and Revision

Collaboration · team

beginning

Records little testing feedback and makes no noticeable changes to the prototype.

developing

Records test notes from peers but makes only minor surface changes to the design.

proficient

Uses feedback from blindfold trials and visitors to make sensible design revisions to the tactile panel.

advanced

Systematically integrates user trial feedback to substantially improve touch clarity and ease of navigation.

Materials

Photographs of panels from the Great Tapestry of Scotland
check before use
Corrugated cardboard, mounting board, and greyboard sheets
Laser cutter and suitable sheet materials
3D printers and PLA filament
Fabric sleep masks or blindfolds for sensory testing
Contact details for a local sight loss community group or charity
check before use
Contact details for the Great Tapestry of Scotland visitor centre team
check before use

Week 5, ready to teach

2 lessons · Built Oct 8 in 56 seconds

The week card on her unit reads: "Started from your changes to weeks 1, 3 and 4: Made it local, Gave students a choice, Changed what students make, Added a scaffold." Each lesson is a page for her, the task sheet is for the class, and ALF wrote the attachments the lessons hand out.

Week 5 · Lesson 1 of 2

Subtractive Finishing and Layer Elevation

Minutes50

Prep10 minutes

Parts5

BuiltOct 8

Checkpoint

The assembled relief panel with sanded edges and modified tactile layers is verified against the modification checklist by the end of the period.

Learning intention

We are learning to create solutions in 3D and 2D and can justify the construction methods and the design features.

I can smooth sharp card and plastic edges using abrasive paper to remove catch points

I can rebuild relief layers to maintain a minimum tactile step height of three millimetres

Need to know

How do we adjust our relief heights and edges so blind visitors can explore our panel comfortably?

Sequence, 50 minutes38 of 50 minutes planned. The rest is yours.

Starter · 4 min

Review the touch-testing feedback log entries from the sight loss group visit. Pupils identify one fingertip catch point and one unclear border noted during last week's testing.

Main · 7 min

Explain that subtractive finishing with abrasive paper rounds off sharp corners to prevent finger abrasion and eliminate catch points during tactile exploration. Emphasise that a height difference of at least three millimetres between adjacent relief layers ensures clear tactile boundaries under human fingertip mechanoreceptors. For example, rounding a 90-degree laser-cut card corner with 240 grit paper softens sharp burrs while keeping the shape distinct, and inserting a 3 mm greyboard spacer under a recessed hill lets fingertips register the boundary instantly.

Task · 19 min

Working in pairs on their unmodified layered relief panel, pupils revise layer heights using extra greyboard shims to meet the minimum tactile step height. Both partners sand burrs and 3D-printed ridges using the abrasive paper grit grade. Each pupil evaluates their tactile boundaries against the panel modification checklist to produce the finished tactile panel display. The teacher circulates to check tactile step depths with a rule.

Check · 4 min

Each pupil hands in their completed panel modification checklist with their measured step heights recorded. The teacher reviews ticked measurements and re-tests depths with pairs whose layer elevations fall below 3 millimetres before mounting.

Plenary · 4 min

Pupils tidy abrasive dust from desks using dry cloths and store sanding blocks. Assembled panels are placed into timber display frames ready for mounting next lesson.

Resources

havetouch-testing feedback log

haveunmodified layered relief panel

have240 grit abrasive paper sheets and sanding blocks

havegreyboard offcuts, PVA glue, steel rules, and timber frames

makepanel modification checklist

Watch for

Pupils may sand away fine silhouette details rather than just rounding sharp edges; show them how to angle abrasive paper along edge perimeters only.

Safety

Fine card dust and plastic particles from sanding: work over collection trays, wear eye protection, and wipe surfaces with damp cloths during clean-up under teacher supervision.

Support and challenge

Support.Reading load barrier: provide vocabulary lists in home languages where the school has them, with pictures where it does not, alongside pre-cut 3 mm wooden gauge sticks.

Challenge.Challenge pupils to bevel multi-tiered elevation layers at varying angles to test whether graded slopes communicate depth faster than vertical steps.

Next lesson

Next lesson we will write material justifications and present our mounted panels to staff from the Great Tapestry of Scotland centre.

Her three edits

Each labeled by ALF after the save

What Fiona changed in the draft, in her own words, with the label ALF gave each change and the reason it suggested.

Made it localWeek 3 · Activity 1Probably: what I have
Pupils model one prominent focal element in 3D software to produce a distinct raised relief piece for 3D printing. Book a session at the Heriot-Watt textile campus at Netherdale so pupils can handle tweed weaves and borrow textures for their reliefs.
Gave students a choiceWeek 1 · Activity 1Maybe: fits my students
Pupils test samples of card, wood, acrylic, and textiles under blindfolds to compare texture, warmth, and edge sharpness. Let pupils choose laser cut layered card, 3D print, or stitched textile for their relief, as long as it passes the fingertip test.
Changed what students makeWeek 1 · Activity 2Probably: fits my students
Pupils select one tapestry panel from photos of the Galashiels gallery and trace its main shapes onto a 2D line drawing. Swap the written design brief for a short audio description pupils record for their panel, which is what a blind visitor would actually use beside the relief.
The catalogue expected Swapped; ALF read it as Changed what students make and that label stands.

Then she pressed Adapt this week

Week 4 · Needs more support

Her note, with Needs more support picked

“Three groups' reliefs are too fine to read by touch; run a clinic on a 3 mm minimum height difference and simplifying shapes before they cut again.”

ALF suggested. A tactile clinic with worked examples added before peer testing in Week 4.

Kept · ChangedAdded a scaffold
Pupils run blindfolded peer touch tests to record where finger navigation gets stuck or confused on their model.
Run a tactile clinic using worked examples that model a 3 mm minimum height difference and simplified shapes, before students test reliefs blindfolded and record where fingertips catch or get confused.
Worked examples show groups how to raise relief depths and simplify shapes before re-cutting.

She kept 1 of 1.

Then ALF built week 5. The week card reads “Started from your changes to weeks 1, 3 and 4: Made it local, Gave students a choice, Changed what students make, Added a scaffold.” Read the lessons.

Build one from your own idea

Type what you want to teach the way Fiona did. ALF drafts the unit, and you change whatever does not fit your class.

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