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Textiles

Curriculum Overview

Vision

To equip students with the knowledge, skills and attitudes they need to become successful, innovative young designers and makers.

 

Disciplinary Concepts

  • Have a critical understanding of the impact Textiles have on daily life and the wider world.

  • Use creativity and imagination to solve real and relevant problems

  • Draw on disciplines such as mathematics, science, engineering, computing and art

  • Use relevant research which helps guide the design process

  • Engage in an iterative process of designing and making

  • Not be afraid to take risks, prototype, fail, draw conclusions and improve designs.

 

Curriculum Map

Year 7

What will you learn in Year 7 Textiles?

  • Learn about textile materials and products and know why and where they are used.

  • Understand where fibres come from.

  • Understand how fabric is woven

  • Understand how textile materials affect the environment and how designers are finding solutions to these problems

  • Understand how textile is closely linked to different cultures

 

Year 8 

What will you learn in Year 8 Textiles?

  • Understand how fabrics are constructed from fibres and yarn

  • Understand that different materials have a number of properties and designers need to choose appropriate materials.  

  • Understand the user-centred design strategy and use it in their own designing.

 

Year 9

What will you learn in Year 9 Textiles?

  • Understand how surface pattern is created using printing, stitch and resist techniques

  • How to form fabric with seams

  • How to draw your designs with a range of drawing techniques.

 

Year 10

Autumn Term

  • Students learn about a range of materials alongside their advantages, disadvantages and uses.  This aids their technical knowledge and understanding of design.

  • Students learn about a range of designers and their influences.

  • Students learn about the composition of the exam and typical questions.

  • Students learn about energy, sustainability and sources of different materials.

  • Students use Cad and CAM

 

Spring Term

  •  Introduction to the practice design context.

  • Students practise completing the investigation aspect of an NEA called Section A and are introduced to the assessment criteria.

  • Students are introduced to pattern cutting and the principles of product making with fabric.

  •  Students prepare for the Year 10 trial exam.


Summer Term

  •  Students  complete Section F ,testing and evaluating, their practise NEA.

  • In June of year 11, AQA exam board release three contexts for students to choose from.  Students start the GCSE NEA.

  • Students gain an understanding of their chosen context,  finding an appropriate client and  investigating their ideas.

  • Students write a design brief that outlines the direction they want to take with their chosen context.

 

Year 11

Autumn Term

  •  Students prepare for trial exam

Spring Term

  •  students develop their understanding of making

  •  students develop their understanding of about evaluation techniques

Summer Term

  • What is the correct vocabulary to use in an exam response?

 

What type of questions does the exam include and how is the paper typically laid out? 

  • What are command words and how do we use them effectively? 

  • Where can I practise exam technique? 

  • What is PEE? How does PEE increase my exam marks? 

  • What is key vocabulary? 

  • What is technical vocabulary? 

  • What areas of previous knowledge do I need to revisit?

  • How do I revise?

 

Assessments

Year 7

  • Analyse existing products

  • Research to aid their designing

  • Write a design specification.

  • Evaluate the work of others (Peer feedback)

  • Develop ideas through drawing and modelling.

  • Develop safe making skills in textiles.

  • Describe how a product was made.

 

Year 8

  • Analyse existing products

  • Create a questionnaire

  • Write a design brief and specification.

  • Evaluate the work of others (Peer feedback)

  • Generate ideas through drawing and modelling.

  • Create a detailed final design that meets the needs and wants of the user

  • Develop safe making skills in textiles.

  • Describe how a product was made.

 

Year 9

  • Working together and articulating ideas.

  • Create surface pattern using a number of techniques

  • Create a three dimensional shape by forming fabric

  • Use labelled drawings and notes produce a plan of how the product was made and label the changes made whilst working.

 

Year 10

Autumn Term

  • Students are able to use a range of design strategies to avoid design fixation.

  • Students create a portfolio of samples to understand a range of techniques and explore their capabilities.

  • Students have the opportunity to develop embroidery skills, printing, fabric manipulation alongside forming and finishing techniques.

  • Develop their understanding of making whilst using the sewing machine and overlocker.

 

Spring Term

  • Students are able to utilise design strategies to avoid design fixation.

  • Students create a product that meets their chosen design brief.

  • The product is  formed using a range of techniques and processes.

  •  Students are able to follow instructions to realise products.

  •  Students are able to create quality products

 

Summer Term

  • Students complete their own independent research using skills accumulated in both KS3 and KS4.

  • Students use their understanding of the NEA  assessment to write their own design brief and design specification.

 

Year 11

Autumn Term

  • Students apply their knowledge of design strategies to generate design ideas that meet their design brief and design specification.

  • Students developed their design ideas,  choosing the correct techniques and processes.

  • students choose the correct fabrics using their knowledge and understanding of materials.

  • Students document their progress in their folders.

 

Spring Term

  • Students complete the making of the products ensuring  quality  and using their design specification to ensure a successful design

  • Students complete evaluation of their products and are able to suggest improvements and alternatives.

  • Students document their progress in their folders.

 

Summer Term

Students will complete a terminal written exam during towards the end of this term which represents 50% of their final grade

  • Produce exemplar answers to exam questions.

  • Know how to plan extended answer questions.

  • Demonstrate the use of correct technical and key vocabulary within a given question.

  • Practise timed exam responses and planning.

  • Develop revision methods suitable to aid individual revision needs.