Textiles
Vision
At Birchwood, we want to foster a love of creativity and appreciation of textiles through introducing pupils to a range of artists, techniques and processes that encourage originality and personal responses. Our curriculum navigates pupils through the crucial stages of designing, making, and evaluating, all underpinned with a technical knowledge of the materials, processes and skills needed to approach the subject with confidence.
We want students to understand the wider use of textiles and be aware of the exciting range of careers it can lead to. We also want our pupils to understand the transformative power of textiles and how skills learnt can be applied beyond school in a ‘make do and mend’ method to encourage students to think sustainably and repair and recycle, as much as possible.
How do we build on what students learn at KS2?
We want to ensure that our students are thoroughly supported in their transition from KS2 to KS3 Textiles. To do this, we work with local primary schools so that our curriculums complement one another. In year 7, we purposely prioritise revisiting and rebuilding on the following:
- Design: What is a design brief? How do we create designs in response to this?
- Make: What skills and resources are needed to make a hand puppet?
- Evaluate: Why is artist research important? How do we analyze an artist and/ or designers work and use this to inform our design development?
- Technical skills: What key equipment do we use in textiles and how can we use them safely? What is embroidery and what stitches will we learn to confidently embellish and assemble our hand puppet?
How do we cover the KS3 National Curriculum and beyond?
We believe that covering the KS3 National Curriculum is hugely important, but we also recognize how crucial it is for students to be exposed to wider knowledge beyond this.
We ensure that we cover the KS3 National Curriculum by covering the following:
- Year 7: Design and create a hand puppet inspired by the work of Jon Burgerman.
- Year 8: Design and create a cushion inspired by the work of Frieda Kahlo.
- Year 9: Design and create a wall hanging inspired by the work of Melanie Bowles.
Beyond the curriculum, we provide:
- A KS3 textiles club
- KS4 intervention
- House competitions
- School trips
What do we cover in KS4 and how do we aspire towards KS5?
The structure for Textiles during KS4 is designed to ensure pupils feel confident and competent with the skills, process and techniques needed to meet the assessment objectives, whilst fostering a love of creativity and encouraging individual and personal responses. During the course pupils will be introduced to a wide range of artists and designers and develop a rich descriptive vocabulary whilst analyzing key features of their work. They will be encouraged to experiment with a wide range of processes, materials, and techniques, reflecting on work and refining outcomes throughout the course.
Assessment objectives
AO1: Develop ideas through investigation, demonstrating a critical understanding of sources.
AO2: Refine work by exploring ideas, selecting, and experimenting with appropriate media, materials, processes, and techniques.
A03: Record ideas, observations, and insights relevant to intentions as work progress.
A04: Present a personal and meaningful response that realizes intentions and demonstrates an understanding of visual language.
|
Component 1, project 1 (Aquatics) |
30% |
|
Component 1, project 2 (Birds and feathers) |
30% |
|
Externally set assignment |
40% |
We want to ensure that our students feel prepared for life beyond KS4 and aspire to continue to study textiles at KS5, to do this effectively we:
- Discuss the broad range of careers within the industry.
- Discuss courses offered at KS5.
- Develop the skills necessary for progressing onto KS5.
- Analyze a range of artists so pupils develop a broad descriptive vocabulary.
- Consistently reflect and refine work.
KS3 Curriculum Overview
|
Why Then? Why Now? |
|
|
Aim: Through- out the three years they will build on their knowledge from KS2 and develop a clear understanding of the wider use of textiles and the many career paths it offers. Pupils will follow the national curriculum of design, make, evaluate and technical knowledge by responding to a design brief, creating a product, reflecting on their progress, and developing a wealth of technical skills along the way. |
|
|
Objectives: To foster a love of creativity by introducing pupils to a wide range of processes, artists and techniques that will be built on each year as they move through school. |
|
|
Year 7 Overview ‘An Introduction’: Pupils develop their knowledge by designing and making a hand puppet. During this time pupils will develop and understanding of how to analyse an artist’s work, respond to a design brief, learn basic stitches, applique, and embellishment, and reflect on their work by highlighting strengths and weaknesses. |
|
|
18 lessons on rotation |
Jon Burgerman Hand Puppets |
|
Learning Question
Overview of Key knowledge |
‘You have been asked to design and make a hand puppet this year, what steps do you need to follow to transform your designs from paper to fabric?’
· Develop an understanding of what textiles are and where they come from · Discuss the broader use of textiles and develop an understanding of careers within the industry. · Artist research: Analyse the work of Jon Burgerman, identifying key features such as colour, shape and pattern. · Respond to a design brief through 2 initial design ideas. · Refine work by developing a final design. · Discuss health and safety in the textile’s classroom. · Practice threading a needle and tying a knot, a running stitch and a back stitch · Practice sewing on components. · Practice applique · Make a paper mock and use this as a stencil to cut the front and back of the hand puppets. · Embroidery each side of the hand puppet · Construct the hand puppet by sewing the front and back together. Key words: Embroidery, embellishment, applique, refinement, design brief, woven, knitted, felted, textiles, animal source, plant source, man-made source
Skills: Five key skills – design skills, analytical skills, practical skills, technical skills, reflective skills
|
|
Why |
Pupils begin year 7 with varying degrees of Textiles education. This project is designed to enable pupils to develop a confidence within textiles through securing a key understanding of what textiles are and where they come from and develop key skills which can be built on further each year. |
|
Building and revisiting from KS2 |
What are textiles and where do they come from? What are some examples of ways in which we use textiles? Why do we do multiple designs? What are some examples of potential hazards in a textiles classroom and how can they be mitigated? How do you thread a needle and tie a knot? How do you complete a running stitch and a back stitch to a high standard? What is applique? |
|
Assessment |
Recall of key words to retain key knowledge. – Recall 5. RAP to access knowledge of practical skills. Students will design and create a hand puppet. What Worked Well, Even Better If to identify strengths and weaknesses KAST test at the end of the rotation Circulating and monitoring of groups Verbal over the shoulder feedback from teacher |
|
Year 8 Overview · Building on knowledge from year 7 and extending knowledge by introducing new techniques and processes |
|
|
18 lessons on rotation |
Freida Kahlo Cushion |
|
Learning Question
Overview of Key knowledge |
‘What processes and techniques can be used to transform fabric? ‘ · Artist research: Analyse and understand the style and work of Freida Kahlo · Respond to a design brief through developing a range of embroidery and applique designs. · Practice a range of decorative stitches such as a laced running stitch and a satin stitch · Complete a tie dye to act as a colourful base for screen printing. · Complete a screen print of Frida Kahlo · Embroider and embellish the cushion with a range of decorative stitches and applique. · Discuss health and safety in the textile’s classroom. · Discuss sewing machine health and safety. · Sewing machine inductions · Understanding of how to pin and tack. · Construct cushion using the sewing machine.
Key words: Screen print, surface print, tie dye, embroidery, embellishment, applique, refinement, design brief, decorative, balance wheel, presser foot, sewing machine
Skills: Five key skills – design skills, analytical skills, practical skills, technical skills, reflective skills
|
|
Why |
After developing a secure knowledge of textiles in year 7, the second project allows pupils to develop these skills further through practicing and developing skills in embroidery, embellishment, and surface print. |
|
Building and revisiting from year 7 |
What are textiles and where do they come from? What is a design brief? What is embroidery and embellishment? What is applique and why do we use it? How can stitches be finished to a high standard? What are hazards and how can they be mitigated? |
|
Assessment |
Recall of key words to retain key knowledge. – Recall 5. RAP to access knowledge of practical skills. Students will design and create a hand puppet. What Worked Well, Even Better If to identify strengths and weaknesses KAST test at the end of the rotation Circulating and monitoring of groups Verbal over the shoulder feedback from teacher |
|
Year 9 Overview Gaining confidence with the sewing machines by using them for decoration as well as construction, continuing to foster a love of textiles by building on skills and introducing more techniques and processes |
|
|
18 lessons on rotation |
Melanie Bowles Wall Hanging |
|
Learning Question
Overview of Key knowledge |
‘A key feature of Melanie Bowles work is layering, what processes can you layer to create a similar effect?’
· Develop a deeper understanding of careers within Textiles, different areas of the industry and transferrable skills within Textiles. · Artist research: Analyse and understand the work of Melanie Bowles · Respond to the design brief through designing a Melanie Bowles inspired wall hanging. · Craft knife health and safety · Design and create a stencil for screen printing. · Embroidery and embellish the fabric for the wall hanging using a range of decorative stitches. · Use the sewing machine to secure applique patches and add decorative lines. · Pin and tack the wall hanging. · Assemble the wall hanging using the sewing machine.
Key words: Craft knife, skilfully, layering, developed, embroidery, embellishment, applique, refinement, design brief, analytical, harmonious, complementary.
Skills: Five key skills – design skills, analytical skills, practical skills, technical skills, reflective skills |
|
Why |
For the final project of KS3 pupils develop confidence on the sewing machine by using it for decoration as well as construction. Pupils develop and refine skills learnt in previous years by being introduced to a wider range of processes and techniques. |
|
Building and revisiting from year 8 |
What is the wider use of textiles? What is applique? What is embroidery? What are hazards and how can these be mitigated? What is a screen print? What does it mean to pin and tack? What is a seam allowance? What are the sewing machine rules? |
|
Assessment |
Recall of key words to retain key knowledge. – Recall 5. RAP to access knowledge of practical skills. Students will design and create a hand puppet. What Worked Well, Even Better If to identify strengths and weaknesses KAST test at the end of the rotation Circulating and monitoring of groups Verbal over the shoulder feedback from teacher |
KS4 Curriculum Overview
|
Year 10 Overview The structure for Textiles during KS4 is designed to ensure pupils feel confident and competent with the skills, process and techniques needed to meet the assessment objectives whilst fostering a love of creativity and encouraging individual and personal responses. During the course pupils will be introduced to a wide range of artists and designers and develop a rich descriptive vocabulary whilst analysing key features of their work. They will be encouraged to experiment with a wide range of processes, materials, and techniques, reflecting on work and refining outcomes throughout the course. |
|
| Autumn term | Component 1, Project 1: Aquatics |
|
Learning Question
Overview of Key knowledge |
‘How can aquatics be translated to textiles, think about colour, texture and pattern’. Component 1: Portfolio 60%
AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
To explore the theme of Aquatics through a visual mind-map, Title pages & initial studies/ideas
To explore mark-making effects using a range of different media and techniques To experiment with translating colour and pattern onto fabric through tie dye- screen printing and embellishment
|
| Building and revisiting from KS3 |
How do you analyse an artist’s/ designer’s work? Why is artist research important? What processes and techniques can be used to transform fabric? What is surface print design? How do you safely operate a sewing machine? Why is it important to refine your work? |
| Why | After developing a confidence within textiles at KS3, pupils will be able to develop skills and techniques even further whilst developing creative, personal responses that fit the theme of Aquatics. |
| Assessment |
Recall of key words to retain key knowledge. – Recall 5. WWW, EBI to identify strengths and weaknesses. Teacher assessed, and externally moderated.
|
| Spring term | Component 1, Project 1: Aquatics |
|
Learning Question
Overview of Key knowledge |
‘How can we refine ideas and develop the theme of Aquatics to meet all of the assessment objectives.’
AO1: Develop ideas through investigations, demonstrating critical understanding of sources. A02: Record ideas, observations, and insights relevant to intentions as work progresses.
A03: Record ideas, observations, and insights relevant to intentions as work progresses.
To research a range of artists relevant to the theme, analysing their work and securing an understanding of key features.
To respond to research through drawing, sampling, and refining ideas
To experiment with techniques such as applique, layering and embellishment. Testing ideas through working with a wide range of media and reflecting on outcomes, focusing on strengths and areas that can be developed further.
|
| Why | Pupils will have been introduced to working in a sketchbook and understand how to present this to the highest standard. During the spring term they can develop and refine ideas as their work progresses, allowing them to become reflective practitioners as well as developing analytical and problem-solving skills. |
| Building and revisiting from the Autumn term |
How do you annotate work? How do you analyse an artist’s work, how can this be structured in writing? What does an artist research page consist of? How can I respond to an artist’s work through designs and sampling? What are the assessment objectives and how can I meet them? |
| Assessment |
Recall of key words to retain key knowledge. – Recall 5. WWW, EBI to identify strengths and weaknesses. Teacher assessed, and externally moderated. |
| Summer term (Easter to May half term) | Component 1, Project 1: Aquatics |
|
Learning Question
Overview of Key knowledge |
‘How do we create meaningful and informed final outcomes to the project?’
AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Concluding the project with a final outcome that shows original and imaginative ideas, reflecting the theme of Aquatics, inspired by a range of artists and designers.
This is reached by developing a range of initial design ideas, progressing through to a final design idea. Designs will be clearly annotated to guide pupils through the practical outcome of A04.
|
| Why | During this time pupils will reflect on work completed during previous terms and put into practice the skills and processes they have learnt, resulting in a final outcome that marks the end of Project one. This is a great opportunity for pupils to celebrate their hard work and develop a deeper confidence in their practical skills. |
| Building and revisiting from the spring term |
What artists have influenced me the most? How could I develop some of their processes and techniques into my designs? What skills with drawing and design can I build into my fashion illustrations? What refinement skills can I apply when making decisions about my initial/ final designs? What skills and processes can I incorporate into my design? How can I make sure that I reflect the theme of Aquatics? How can I make this a personal and meaningful response? |
| Assessment |
Recall of key words to retain key knowledge. – Recall 5. WWW, EBI to identify strengths and weaknesses. Teacher assessed, and externally moderated. |
| Summer term (May half tern to end of year) | Component 1, Project 2: Birds and feathers |
|
Learning Question
Overview of Key knowledge |
‘How can the theme of birds and feathers be translated to textiles, think about colour, texture and pattern’. Component 1: Portfolio 60%
AO1: Develop ideas through investigations, demonstrating critical understanding of sources. A02: Record ideas, observations, and insights relevant to intentions as work progresses.
A03: Record ideas, observations, and insights relevant to intentions as work progresses. To explore the theme of Birds and feathers through a visual mind-map, Title pages & initial studies/ideas
To explore mark-making effects using a range of different media and techniques To experiment with translating colour and pattern onto fabric through screen prints, embroidery, and embellishment
To research a range of artists relevant to the theme, analysing their work and securing an understanding of key features.
To respond to research through drawing, sampling, and refining ideas
To experiment with techniques such as applique, layering and embellishment. Testing ideas through working with a wide range of media and reflecting on outcomes, focusing on strengths and areas that can be developed further.
|
| Why |
During this time pupils can utilise skills learnt throughout the year to begin a new project with a clear understanding of how best to present ideas in a creative and personal way. |
| Building and revisiting from the spring term |
How can I meet all of the assessment criteria for A01, A02 and A03? What needs to be included in an artist research page? What analytical skills have I learnt that can be applied here? What processes and techniques have I learnt that I can revisit and develop further? |
| Assessment |
Recall of key words to retain key knowledge. – Recall 5. WWW, EBI to identify strengths and weaknesses. Teacher assessed, and externally moderated. |
