Textiles

Curriculum Intent

The intent of the course is to develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. To build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users. To critique, evaluate and test their ideas and products and the work of others.

Department Staff and Roles:

Mrs Barton (Textiles)
Mrs Park (Textiles)

 

Curriculum Content
KS3

Year 7

Pupils will be introduced to textile technology, developing their knowledge of the subject, equipment and making techniques. Pupils are assessed on their practical making skills in textiles technology. By taking part in a number of practical lessons, pupils will develop their textiles skills. Pupils will learn and develop their understanding of sustainable design.

The students will be given a design brief and create a monster toy for their project. They will follow the design cycle that is used in industry to complete their project. They will develop 4 initial designs and complete a final design. They will develop hand skills, techniques and processes to produce their final design.

Monster Toy project

Within the first term of textiles, pupils will learn about the design process, hand stitching, use of sewing machines and basic textiles skills.

Assessment: Baseline assessment, mid-term assessment and end of project practical assessment.

Year 8 

Using the design cycle that is used in industry and taking part in a number of practical lessons, pupils will develop their making skills. Pupils will develop their understanding of design in textiles.

The unit sees students working towards a design brief where they are to design and make a “Day of the Dead” cushion for a child or teen based on the theme of their choice. The project begins with students learning about the popular holiday of Day of the Dead which is celebrated in Latin American countries, predominantly Mexico. Students will understand how the holiday celebrated the lives of people who have died and that it is a time of happiness and celebration. Students will go on to work in groups to effectively analyse the design brief by looking at aspects such as the purpose, theme, aesthetics, equipment and decoration.

Day of the dead cushion

Within the first term of textiles pupils will learn about pattern making, tie dying, applique and embellishments.

Assessment: Baseline assessment, mid-term assessment and end of project practical assessment.

Year 9

Students work towards a design brief where they are to design and make a bag in the theme of biomimicry.

Students will go on to work in groups to effectively analyse the design brief by looking at aspects such as the purpose, theme, aesthetics, equipment and decoration.

Biomimicry bag project – Pupils will learn, plan and follow a design brief to understand the design process. In completing a bag using the techniques such as templates, background, applique, sewing, embellishment, and construction.

Fashion Illustration

Within the first term of textiles technology, pupils will learn about the design process, designing and annotating, techniques. 

African Dresses

Within the second term of textiles Technology, pupils will Design and make an African dress that will be sent to Africa to disadvantaged families.

Assessment: Baseline assessment, mid-term assessment and end of project practical

Curriculum Content
KS4/GCSE

BTEC Tech Award Art & Design Practice

In this Tech award, students will be learning about a variety of art, design & technical skills and processes through theory and practical application. This vocational course focuses on the purpose of art and design practice and the broader attributes valued in this sector, for example researching, planning, generating ideas, realising intentions, problem solving and communicating. Students will also develop more general skills needed in this industry that fit well with project-based learning, for example teamwork and independent learning.

Year 10

Topic: Component 1: Generating Ideas in Art and Design.

Component 1 provides the underpinning knowledge and skills to research and develop ideas in art and design practice. The component introduces students to the purpose of art and design work and to the practices of artists and designers, to help inform and support ideas generation. Students are also introduced to practical techniques to generate ideas by:

  • conducting primary and secondary research
  • experimenting with art and design practice
  • understanding the purpose and function of art and design work
  • exploring formal elements such as colour, line, tone, texture and form.

 

Component 2: Developing Practical Skills in Art and Design.

Component 2 provides the opportunities to develop practical skills in order to develop and refine art and design practice. The component introduces students to the development processes undertaken by artists and designers in order to improve their practice. Students are introduced to the development techniques to refine specialist materials, techniques and processes by:

  • developing practical skills through the exploration of materials, techniques and processes
  • ongoing review and practice of specialist skills
  • using a range of recording methods to document processes and outcomes
  • communicating skills development.

 

Year 11: Topic: Responding to a Clients Brief

Component 3 is an externally assessed project, where students will develop a response to a set client brief and produce a designed and made final product.

Curriculum Content
KS5/A-Level

BTEC National Extended Certificate in Art and Design

Unit 1: Visual recording and communication

In unit 1 students develop visual recording and communication skills through exploration and experimentation with materials and methods, gaining confidence in their ability to create work and express and communicate ideas. Students will extend skills through exploring the work of others, ongoing personal reflection and the refinement of their own work. They will demonstrate practice by applying these skills to a set task. To complete the assessment tasks within this unit, students will need to draw on your learning from across the programme.

Unit 2: Critical and contextual studies in Art and Design

In this unit, students will develop contextual research and critical analysis skills. They will investigate the contextual influences on practitioners that drive and underpin their work. Students will learn how to critically analyse pieces of art and design work, deconstructing images and thinking critically about what they see. Skills will be developed through investigation by selecting and sourcing relevant information in order to gain a full understanding of the work of artists and designers.

Unit 3: The creative process

In this unit, students will explore the activities within the creative process. They will experiment with ideas generation techniques and contextual research activities. They will also develop ideas through use of materials, techniques and processes, refining ideas and reviewing working practices. Students will then apply their own creative process to a piece of art and design work, reflecting on what they have learned to help inform future practice.

Unit 15:Fashion materials, techniques and processes

In unit 15 the students will design and make a garment for the production of “The Great Gatsby”. The students will complete coursework through the design cycle processes. The will develop their work: Exploring fashion materials, techniques and processes through samples of work. Apply fashion materials, techniques and processes to a brief. Review use of fashion materials, techniques and processes.

 

Exam Boards

Pearson
BTEC Technical Awards
BTEC Extended Certificate

Useful Links

BBC Bitesize
Pinterest
BTEC Tech Awards Art and Design Practice
BTEC Nationals Art and Design