Term 1: Key Skills: Component 1 - Intro
Within the first half term students will start with inspiration found over the summer holidays reflecting texture and pattern. Textiles will then be explored, from hand stitching techniques to cooking with fabric! Students will be introduced to new techniques and artists to help them build a portfolio of work.
Students will be assessed at half term based upon their portfolio of work and the relevant exam board assessment objectives. Students will also utilise peer
Applique
ornamental needlework in which pieces of fabric are sewn or stuck on to a larger piece to form a picture or pattern.
Shibori
Shibori is the Japanese word for a variety of ways of embellishing textiles by shaping cloth and securing it before dyeing. The word comes from the verb root shiboru, "to wring, squeeze, press."
Couching
Couching and laid work are techniques in which yarn or other materials are laid across the surface of the ground fabric and fastened in place with small stitches of the same or a different yarn.
Free machining
Sewing on a machine without the machines control of fabric direction. ‘Drawing’ with thread on fabric.
Embellishing machine
A machine with multiple barbed needles that 'drag' two fabrics together.
Heat press
A heat press is a machine engineered to imprint a design or graphic on a substrate, such as a t-shirt, with the application of heat and pressure for a preset period of time. While heat presses are often used to apply designs to fabrics.
Slashing
sandwiching scraps of fabric between two layers, sewing all layers together in a pattern. Cut through the top layer of sandwiched fabric to reveal the scraps below.
Develop the individual:
Students will work in pairs and groups at various stages throughout the project. Students are required to interact throughout, whether it is being, involved in discussions or supporting each other during practical tasks.
Create a supportive community:
Textiles provides an environment where students feel comfortable to express themselves in thoughtful and respectful ways
Term 2: Key Skills: Compontent 1 - Intro
n term 2, students continue to do tasks designed to enhance their drawing and painting skills. Students will develop some of their drawings further into larger scale work and into pattern repeats.
Students experiment with more textiles techniques, producing samples for these.
Students' projects will be assessed as a whole project, across all four exam board assessment objectives. Continuous verbal formative assessment
Peer/ self-assessment
Applique
ornamental needlework in which pieces of fabric are sewn or stuck on to a larger piece to form a picture or pattern.
Couching
Couching and laid work are techniques in which yarn or other materials are laid across the surface of the ground fabric and fastened in place with small stitches of the same or a different yarn.
Embellishing machine
A machine with multiple barbed needles that 'drag' two fabrics together.
Free machining
Sewing on a machine without the machines control of fabric direction. ‘Drawing’ with thread on fabric.
Heat press
A heat press is a machine engineered to imprint a design or graphic on a substrate, such as a t-shirt, with the application of heat and pressure for a preset period of time. While heat presses are often used to apply designs to fabrics.
Shibori
Shibori is the Japanese word for a variety of ways of embellishing textiles by shaping cloth and securing it before dyeing. The word comes from the verb root shiboru, "to wring, squeeze, press."
Slashing
sandwiching scraps of fabric between two layers, sewing all layers together in a pattern. Cut through the top layer of sandwiched fabric to reveal the scraps below.
Develop the individual:
Looking at the way other artist and designers produce their work will help students to gain understanding of visual language as well as techniques and processes.
Create a supportive community:
Students will be able to reflect on the work of others and use it as inspiration for their work.
Term 3: 'Glorious Nature' Project
COMPONENT ONE
‘Glorious nature’ project
AO1/AO3
Investigations, analysis & experiments
In term 3, students begin their Y10 mock exam project focusing on themes inspired by the natural world. This term focuses on research; analysis; sources of inspiration and experimenting with media and materials as well as textiles techniques and processes. Students will produce a series of drawings and paintings and collect as wide a range of primary and secondary sources of inspiration as possible. They will engage with a number of relevant artists and designers demonstrating a critical understanding of sources. Students will show that they can develop ideas through purposeful investigations by producing a range of ‘Working in the style of’ samples for the artists/ designers they have studied.
Continuous verbal formative assessment
Peer/ self-assessment
Assessment focus:
AO1, AO3
Develop the individual:
Producing artist studies will promote cultural awareness. Students will gain an understanding of how Art and Textiles have impacted on society.
Create a supportive community:
Peer assessment opportunities allow students to learn from each other’s work. Students learn how to give constructive feedback to each other in a respectful and thoughtful way.
Term 4: 'Glorious Nature' Project
COMPONENT ONE
‘Glorious nature’ project
AO2 - Exploring & developing ideas
During this term, students use their sources of inspiration to inspire a range of initial ideas.
These sketches are then ‘brought to life’ using a range of different materials. Students then explore their initial ideas further by experimenting with a range of drawing and painting media; materials; textiles techniques and processes.
Three of these ideas are then developed further before selecting one to use as a final idea.
At this stage students are still considering different materials, techniques and processes and have not decided on the most suitable ones yet so will produce alternative samples for as many ways of decorating/ constructing their final idea as possible.
ontinuous verbal formative assessment
Peer/ self-assessment
Assessment focus:
AO2
Develop the individual:
Students will creatively approach the task of generating ideas for their practical outcome in their mock exam. Students will have to make decisions about their own work and what direction they wish to take it in.
Create a supportive community:
Students will be able to reflect on the work of others and use it as inspiration for their work.
Term 5: 'Glorious Nature' Project
COMPONENT ONE
‘Glorious nature’ project
AO2 - Refining final idea
At this stage, most students have decided which techniques and processes are the most suitable to use but are still refining their use of materials, colour, pattern, shape, style, imagery & texture.
Students will spend time refining every different part of their intended practical outcome. Previous samples will be developed further.
Students will produce mock-ups to trial different shapes and styles as well as a prototype to check the final appearance and function of their intended outcome.
Once students have done this they will produce a refined final idea that incorporates all modifications that arise from the ‘refining final idea’ stage
Term 6: 'Glorious Nature' project
Continuous verbal formative assessment
Peer/ self-assessment
Assessment focus:
AO2
Develop the individual:
Students constantly assess their own progress through formal assessment, and informal (discussions with Peers/ teacher/ themselves). Annotations and evaluations (visual and written) will demonstrate reflections.
Create a supportive community:
Students will work in pairs and groups at various stages throughout the project. Students are required to interact throughout, whether it is being, involved in discussions or supporting each other during practical tasks.
Term 6: 'Glorious Nature' Project
COMPONENT ONE
‘Glorious nature’ project
AO4 - Presenting a personal response practical outcome
During term 6, students will refine each part of their refined final idea further. Trials of all intended techniques and processes will be carried out before students present a personal & meaningful final practical outcome.
Students will then begin to prepare for their Y11 mock exam project.
Under the sea and on the seashore’ mock exam Textiles work assessed formally using all assessment objective criteria
Assessment focus:
AO4
Develop the individual:
Students will creatively approach the task of generating ideas for their practical outcome in their mock exam. Students will have to make decisions about their own work and what direction they wish to take it in. Students will have developed their own sty
Create a supportive community:
Peer assessment opportunities allow students to learn from each other’s work. Students learn how to give constructive feedback to each other in a respectful and thoughtful way.