The textiles curricula in schools in the United Kingdom began it's metamorphosis with the introduction of the National Curriculum in 1990, textiles began its shift from being an integral part of the 'home economics' curricula, to being new subject specialism in the subject area 'design and technology'. Twelve years later, this shift in the textiles curricula would take on a new twist in 2002. The introduction to schools of specialist textiles and fashion software, from the German software company SpeedStep in January 2002 to UK secondary schools via Design and Technology Association (DATA) and the Department for Children Skills and Families (DCSF) Cad/Cam Initiative. This initiative allowed schools access to Industry standard software at prices to allow its integration into the design and technology curriculum, supported with a range of training models and support marterials. This UK Government led Initiative would give both teachers and students access to industry standard software, with support via training and web-based resources, which could be used to support teaching and learning as well as student studies. One of the key aims of the programme being, to engage teachers with industrial practices, and for students to gain access to the world of work in textiles. Through this programme teachers and students have opportunities to address methods of developing new skills in designing and making using CAD technology in textiles, it also allowed teachers the opportunity to integrate CAM technology in a more holistic manner. Students could become autonomous learners and take on the role of designer and manufacturer of their products from start to finish This paper contends that this acquisition of new skills in using and applying Information and Communication Technology (ICT) and Computer aided design(CAD and Computer aided Manufacture (CAM), to classroom practice, has led to teachers utilising pedagogical, creative and design skills and integrating new technology for the next generation of designers. Textiles have a unique place in the design and technology curriculum as it straddles the interdisplinary areas of Industrial practice, design, creativity and art. Through the advent of innovative programs such the CAD/CAM Initiative, the questions still to be asked at this stage are; what are the new directions for textiles, and fashion in schools; what are the important lessons to be learnt from the introduction of this programme; what will the impact be for higher education in terms of teaching and learning; and how will it impact on the teaching of textiles and fashion for the future; By negotiating a digital transition and the future of education for the Y and Z generation.
