91辦畦

“We aim to send all young people into an ever-changing world able and qualified to play their full part in it.”

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Subjects

Fashion & Textiles

Curriculum Intent

We aim to equip students with the skills, techniques, knowledge and understanding so should they choose to study Fashion and Textiles at GCSE and/or A-Level they can do so with confidence, ability and success. We aim to deliver an exciting and creative curriculum that enthuses both students and staff equally. We aim for students to be successful and feel proud of their achievements.

The Curriculum intent is a 7 year process. The way curriculum is planned and delivered allows for students to be introduced to new skills in each year group, building on progress, skills and strengths as they progress through school.

We intend the students to revisit and recall the skills they learn via a spiral curriculum.

Students build positive relationships with fellow peers and members of staff through collaborative working, develop confidence and critical thinking with their making, technical skills and decision making. They build independence and learn how to solve problems and take risks when working with new equipment and materials.

What we teach, why we teach it and when we teach it all contributes to the readiness of KS4; we want students to be able to start KS4 with the understanding of how to use a range of materials creatively and confidently, whilst also informing the direction and freedom of their projects through rigorous experimentation and design processes.

We also encourage students to get involved in charity project work/after school club/trips offered throughout the year.

Spiral Curriculum

Broad

The subject strongly links a wide number of other subjects including Maths (measuring tolerances/drafting patterns), English/Literacy/Oracy (researching and applying information/instructions etc), Science (properties of fabrics, digital printing, CAD/CAM, SMART materials, wearable electronics) History (development of fabrics/clothing and fashion through historic periods of time) Geography (sustainability, environmental impacts, links to other cultures and societies all over the world,泭 Drama and Dance (costume and set design) and Engineering (Use of equipment and machinery and having an understanding of how they work).

Balanced

Each project allows students to experiment and explore different areas within Fashion and Textiles Design. Students are able to build their independence & confidence as they are introduced to new techniques and a wide range of materials and equipment. These include practical methods including hand sewing skills and machine sewing practice – eg tie dye, fabric pens, hand applique, machine applique, free motion machine work, batik, weaving. This is balanced with designing, oracy and written tasks, group work and research of wider world issues such as investigating the impact fast fashion is having on the environment.

Ambitious

We encourage students to trial and experiment new techniques and work with different equipment and materials. We encourage students to give it a go and instill a love of learning. How to use a sewing machine/overlocker/heat gun/heat press confidently and independently. Learn how to design & make a wearable garment, the introduction to free motion machine embroidery, the development of study sheets on A3 paper and in sketchbooks that are creative, expressive and reflect individuality. We use subject matter that is challenging whilst supportive to students needs and encourage higher skill level and more advanced final outcomes.

Flexible

Students are given the freedom within a project which enables them to develop their own compositions and designs in 2D and 3D. Teacher demonstrations lead to independent student work linked to an assessment criteria. Students are encouraged to develop their work in their own style taking influence from sampling techniques and artist/designer research leading to varied outcomes with an expressive and open approach. Students are shown different ways to use the technical skills taught and are given choices in the way they want to present their work leading to a range of final outcomes.

Curriculum Intent Overview

Intent

What We Teach?

Implementation

Why We Teach It?

Impact

How We Teach It?

Y7

Ugly Monsters (10 Week Carousel)

Sampling Decorative Textile Techniques

Design Ideas

Using the Sewing Machine

Construction of a product & finishing skills

Recycling & the impact of clothing on the environment

Creative Writing Ugly Monster Story

Y6 students have a very limited understanding of Fashion/Textiles due to limited learning in primary.

The way the SoW is planned and delivered allows for students to be introduced to new skills in Year 7, build on independence and time management skills, confidence using new techniques, materials and equipment and working in groups with new people

Building positive relationships, critical thinking, independence, problem solving, risk taking (with new equipment and materials) collaborative working.

Demonstrations by the classroom teacher to the class, which is revisited by questioning and then followed by student demonstrations to reinforce the learning

Showing previous exemplar material linked to grade ladders and assessment criteria

Discussions (linked to oracy)

Show and tell

Handout sheets to support independent learning

Y8

Plastic Fantastic (10 Week Carousel)

Experimenting with Decorative Textile Techniques

Print/Pattern Making

Drawing skills

Sampling

Recycling & The Environment

Using the Sewing Machine

Fashion Illustration

Design Ideas

The way the SoW is planned and delivered in Year 8 allows for students to build on skills taught in Year 7, build on independence and time management skills, confidence using new techniques, materials and equipment and working in groups with new people, as well as reinforcing the skills delivered in Y7..

The project allows students to experiment and explore different areas within Fashion and Textiles Design. In Y8 the teacher focus is to encourage student independence when using the sewing machine.

Testing prior knowledge from Y7, Questioning followed by students independently researching their own techniques on YOUTUBE and using teacher resources / books. Instructions from the board using timers

Focus on drawing skills – repetition, pattern and print

Handout sheets to support independent learning

Teacher and student Demonstrations, Oracy Tasks

Y9

2 lessons per week for 6 weeks x2 (Students will opt to study Fashion and Textiles as part of the Art & Design Suite which includes two 6 week rotations of Fine Art, Graphic Design. This is a foundation year for GCSE.

Project 1 – ‘Supermarket Sweep

Students take inspiration from everyday Food items to create a 3D textile soft sculpture for a supermarket display.

Project 2 – Paper Fragments

Students will record ideas through a variety of practical textile techniques and experiment with 3D construction techniques to create a final outcome inspired by fashion and textile designers泭 using paper and fabric manipulation, origami and weaving.

The way each SoW is planned and delivered in Year 9 allows for students to build on skills taught in Year 8, build on independence and time management skills, build confidence and reinforce learning of decorative textile techniques as well as the introduction of new materials, techniques and equipment.泭 The projects allow students to look at and respond to the work of artists and designers and understand the differences in their methods and intentions of their work. These projects give students the opportunity to refine and develop a variety of textile techniques and processes in preparation for their GCSE course.

Introduction of new Art and Textiles techniques, and continuing to build knowledge and skill base/dexterity and refining of sampling of techniques introduced in Y8

Teacher demonstrations leading to independent student work linked to an assessment criteria

Examples of samples to show students potential final outcomes Introduction of new Textiles techniques, and continuing to build knowledge and skill base/dexterity and refining of sampling

Intent

What We Teach?

Implementation

Why We Teach It?

Impact

How We Teach It?

KS4

2 lessons per week

SEASCAPES/FOOD PROJECT (Y10)

Students will work on two sustained projects that will show a journey from the starting point of泭 SEASCAPES and an individual choice through to two final pieces.

These projects give students the opportunity to refine and develop a variety of textile techniques and processes.

Component 1

Individual projects

The Portfolio worth 60% of the overall grade at GCSE

Component 2 Exam = 40% of overall grade at GCSE

In Y10 the teacher focus is to continue to explore, develop, understand and refine the four assessment objectives taken from the GCSE Art and Design: Textiles Design Specification from the set exam board, and begin to build up a portfolio of work which will be submitted to the moderator and from 60% of their overall GCSE grade.

Students spend the first part of the year completing their sustained coursework projects. In January of Y11 students undertake an externally set assignment worth the remaining 40% of their overall grade. Students will produce a smaller portfolio work and a final outcome covering the four assessment objectives drawing, research and experimentation, the development of ideas and making a final outcome. They will sit a 10 hour supervised exam in which they will produce the final outcome in April/May of Y11

Continuation of spiral curriculum and Art and Textiles techniques, and continuing to build knowledge and skill base/dexterity and refining of sampling of techniques introduced in Y9, but also introduced in Y7 and built on in Y8.

Showing previous exemplar material linked to grade ladders and assessment criteria

Demonstration and discussion (linked to oracy) on what makes a good / effective drawing / design sheet / final piece /moodboard/ research sheet including purposeful annotation – building on annotation skills from Y9

Peer assessment review

Group discussion to reach a final idea

Peer/self/teacher assessment

KS5

4 lessons per week

Component 1

Individual projects

The Portfolio worth 60% of the overall grade at A Level

Exam Component 2 = 40% of overall grade at A Level

Students learn how to carry out research effectively and set their own deadlines. They also discover how to choose appropriate primary and secondary sources to be able to work from and how to make this relevant to the assessment objectives and their personal development.

The development to strongly collate a final piece. Students work at a faster pace and at the top of their ability and are able to make crucial decisions about scale, materials they will use and how adventurous they can be.泭

Understanding and developing compositions are linked to all assessment objectives.

Development of skill sets, re-evaluating and refining work through sampling and design ideas independently

Creative presentation of work in sketchbooks and/or A3 study sheets.

Extra-Curricular Enrichment

91辦畦 Sewing Bee Textiles after school club once a week 3.15-4.15pm, open to all students – promoted on social media and school website. (subject to staffing)

Royal British Legion Poppy Appeal Project – Poppy Dress Installation raising money for the Poppy Appeal

Charity baby bonding hearts Project for the NeoNatal Unit Jessops Hospital project

Trip to Knit and Stitch Show In Harrogate, annually to engage, enthuse, inspire and motivate students from all year groups.

Curriculum Overview

The Fashion and Textiles course of study enables students to experiment using a wide range of methods and materials. The pathway from KS3 to KS4 allows students to explore decorative textile techniques, complete artist and designer research, develop creative design ideas and produce interesting and innovative final outcomes. Areas of study include art textiles, costume design, constructed textiles, print and pattern surface decoration, fashion illustration, art installation and digital media.

YEAR 7 – UGLY MONSTERS

In Year 7 students complete a carousel of Art & Design and Technology options – Textiles, Graphic Design, Food and Materials Technology. Students study each area for a 10 week period, with two lessons per week, before choosing their options for Year 8.

In the Textiles carousel students design and make an ‘Ugly Monster’ stuffed toy from recycled fabrics and components. Students take inspiration from Artist Jon Burgerman to develop a character and personality for their Monster. Students experiment with a range of decorative textile techniques and learn about the impact of fashion and the environment. Students combine research and practical tasks with creative design work leading to the creation of a final Ugly Monster which they make using the sewing machine and are able to take home.

YEAR 8 – PLASTIC FANTASTIC

In Year 8 students complete a further carousel of Art & Design and Technology options – Textiles, Graphic Design, Food and Materials Technology. Students study each area for a 10 week period, with two lessons per week, before choosing their option suite for their Year 9 foundation year.

This project allows students to focus on their design skills and develop different methods to record ideas using mixed media techniques. Students take inspiration from artist and fashion designer Elyse Blackshaw to create an individual personal response using experimental techniques including painting, printmaking, mark making and collage. During this project students investigate the impact fast fashion and plastic is having on the environment, and develop a cultural understanding of wider world issues. Students combine research and practical tasks with creative design work leading to the creation of an expressive fanzine magazine which they are able to take home.

YEAR 9 – SUPERMARKET SWEEP / PAPER FRAGMENTS

This is a foundation year for GCSE and includes a wide range of subject matter. Students will opt for the Art & Design Suite which includes two 6 week rotations (x2 lessons per week) of Fine Art, Graphic Design and Fashion & Textiles.

Project 1 – ‘Supermarket Sweep

Students take inspiration from everyday Food items to create a 3D textile soft sculpture for a supermarket display. The project allows students to look at and respond to the work of artists and designers and understand the differences in their methods and intentions of their work. Students will record ideas through a variety of practical textile techniques and experiment with 3D construction techniques to create a final outcome.

Project 2 – Paper Fragments

Students use paper manipulation techniques as a starting point to create and develop a range of samples to inspire a paper sculpture. Students will experiment and explore multiple fashion and textiles skills and learn how to apply new techniques such as weaving, origami, collage, stitching and designing.

These projects give students the opportunity to refine and develop a variety of textile techniques and processes in preparation for their GCSE course.

Year 10

Students begin the year with an introductory project to help them refine and develop the skills gained throughout Y9. Students use ‘Seascapes’ as a starting point to create drawings and a range of textile samples using a variety of mixed media and materials. Following this, they work on an upcycled garment, which they then develop into a final piece. Through their independent project exploration, students produce a small portfolio of work which forms the basis of their GCSE coursework.

Students will move onto completing their first sustained project that will show a journey from an individual starting point through to a final piece. This project will give students the opportunity to refine and develop a variety of textile techniques and processes including hand embroidery, free motion embroidery, applique, heat transfer, mixed media etc. Students will complete artist studies and work towards a final piece which could include wall art, interior product, installation or a fashion garment. They will work more independently and combine skills from earlier in the year with techniques such as felting, embellishing, building stitched layers, mark making and fabric painting/printing/dying to complete a 3D textiles piece.

Coursework projects from Years 10 and 11 form 60% of their overall GCSE grade.

Year 11

Students spend the first part of the year completing their sustained coursework projects. In January of Y11 students undertake an externally set assignment worth the remaining 40% of their overall grade. Students will produce a smaller portfolio of work and a final outcome covering the four assessment objectives drawing, research and experimentation, the development of ideas and making a final outcome. They will sit a 10 hour supervised exam in which they will produce the final outcome in April/May of Y11.