St Thomas More Catholic Secondary School - DT

Year 7

Curriculum Intention:

During Yr.7, the pupils are set the task & guided through the process of designing & making a puppet linked to the History Curriculum and the French Revolution

The project is run to follow a set theme and for students to conduct research to aid the designing and making process.

The students are introduced to the Historical context and links to the styles of clothing that the characters of this time would be wearing. These puppet will be later used in the History curriculum as part of a mini re-enactment of this time in History.

Initial design production, evaluation & selection leading to a Final Idea development provides the backdrop for the practical skills development section of the course;

Students will be learning how to cut and form fabrics to meet design proposals. They will be developing hand stitching techniques. Students will be using the sewing machine to create the base of the puppet and will where appropriate, be taught to use the machine to create aspects of their costumes. The technical difficulty to create accurate small costumes and a working puppet with different components is differentiated but those at the highest level will be exploring more demanding solutions linked with a combing a wide range of processes.

The skills introduced & developed within Yr.7 will be further developed & knowledge deepened during all of the future units.

Curriculum Implementation:

Autumn	Spring	Summer
Sept 6th - Oct 22nd -Health and Safety – training and review - Setting the Design Brief and analysing the task -The History of the French Revolution In addition to students conducting research into the topic -Initial designs -Practical making activities: hand sewing, applique, attaching components to fabrics	Jan 5^th – 11^th Feb This is on a rotation so repeated with new group	20^th April – 27^th May This is on a rotation so repeated with new group
Half term	Half term	Half term
Nov 1st – Dec 17^th -Initial design refinement leading to a Final Design and construction plan -development of plan for re-enactment purposes -Peer and self-assess initial ideas -Development of final concept following demonstrations: head and base body construction -Construction testing and making activities – costume elements; use of the sewing machine to construct elements of the costumes -Refining hand and machine sewing skills and combining fabrics to a good quality working solution -Potential Product packaging and analysis	21st Feb – 1^st April This is on a rotation so repeated with new group	6th June – 22nd July This is on a rotation so repeated with new group
Christmas Holidays	Easter Holidays	Summer Holidays

Outcomes:

At the end of this unit the pupils will produce a folder of design development work that links to the given theme.

They will have created a final piece that reflects their Final Design proposal and been able to select and combine a range of appropriate fabrics and techniques

Both the Portfolio & final piece will be marked using a simplified version of GCSE marking –design proposals (record), development and experimentation leading to a final piece.

Employability skills:

Provides the opportunity for the students to develop planning, concept development & concept realisation skills. Team work as well as individual skills are also included alongside problem solving activities.

Year 8

Curriculum Intention:

During Yr.8 the pupils are set the task & guided through the process of designing & making to prototype for a Pocket Storage Product.

The project is run to follow a set theme and for students to conduct research to aid the designing and making process.

The students are introduced to a range of design and drawing skills and links to varying styles of creating fabric designs – this links to building design for patterns and links to abstraction and grid working methods. A series of mini test samples with different colour application methods are conducted and students’ machine embroidery skills will be advanced in this course.

Pattern and technical layering of embellishment techniques are delivered to ensure accuracy, detail and refinement.

Initial design production, evaluation & selection leading to a Final Idea development provides the backdrop for the practical skills development section of the course;

Students will be learning how to cut and form fabrics to meet design proposals and create a working pocket for storage. They will be developing more advanced hand and machine stitching techniques. Students will be using the sewing machine to create layered machine embroidery motifs. The technical difficulty to create these accurately and work into chosen areas of their fabric and also adding different components is differentiated but those at the highest level will be exploring more demanding solutions linked with a combing a wide range of processes.

The basic skills introduced & developed at Yr.7 will be further developed & knowledge deepened during all of the future units of the year 9 course to a different theme and more technically demanding outcome.

Curriculum Implementation:

Autumn	Spring	Summer
Sept 6th - Oct 22nd Health and Safety review Design Brief/ Specification Existing product analysis links Theme Analysis and identification for front* design stages (given initial theme to create back fabric and to teach designing/ pattern skills and manipulation of images) Detailed research into the topic* Develop and experimentation through design and drawing activities Initial designs with detailed annotation that links to potential materials/ dimensions and justifies reasoning	Jan 5^th – 11^th Feb This is on a rotation so repeated with new group	20^th April – 27th May This is on a rotation so repeated with new group
Half term	Half term	Half term
Nov 1st – Dec 17^th Initial design refinement (as above) Peer and self-assess initial ideas Development of final concept following above testing and development activities – annotation for justifiable modifications and adaptations Detailed construction testing and making activities Product analysis and review – further adaptation to additional end uses explored	21st Feb – 1ts April This is on a rotation so repeated with new group	6th June – 22nd July This is on a rotation so repeated with new group
Christmas Holidays	Easter Holidays	Summer Holidays

Outcomes:

At the end of this unit the pupils will produce a folder of design development work that links to the given theme and one for the front section that has been self-directed.

They will have created a final piece that reflects their Final Design proposal and been able to select and combine a range of appropriate fabrics and techniques – complex use of machine embroidery skills will have been delivered to ensure students are prepared for year 9 project along with the use of source material to generate complex pattern work.

Both the Portfolio & final piece will be marked using a simplified version of GCSE marking –design proposals (record), development and experimentation leading to a final piece.

Employability skills:

Product Testing & performance analysis.

Year 9

Curriculum Intention:

During Yr.9 the pupils are set the task & guided through the process of designing & making to prototype for a Ruck Sack / Bag Product.

The project is run to follow a set Aboriginal theme and for students to conduct research to aid the designing and making process.

The students are introduced to a range of design and drawing skills and links to varying styles of creating fabric designs. A series of mini test samples with different colour application methods are conducted and students’ machine embroidery skills will be advanced in this course and built on in a more complex form to that of year 8.

Pattern and technical layering of embellishment techniques are delivered to ensure accuracy, detail and refinement.

Initial design production, evaluation & selection leading to a Final Idea development provides the backdrop for the practical skills development section of the course;

Students will be learning how to cut and form fabrics to meet design proposals. They will be developing more advanced hand and machine stitching techniques and be more independent in their ‘development’ and ‘experiment’ sections of the course. Students will be using the sewing machine to create layered machine embroidery motifs. The technical difficulty to create these accurately and work into chosen areas of their fabric and also adding different components is differentiated but those at the highest level will be exploring more demanding solutions linked with a combing a wide range of processes.

The basic skills introduced & developed in one term at Yr.7 and 8 will be further developed and refined & knowledge deepened during the year 9 course to this theme and a much more technically demanding outcome through the making and final construction process.

Curriculum Implementation:

Autumn	Spring	Summer
Sept 6th - Oct 22nd Health and Safety – workshop process/ practices Design Brief/ Specification Detailed research into the theme topic and detailed use of source material to develop design work that can then be adapted and re-created onto fabric Initial designs with further development and adaptations as required through the experiment/ making process	Jan 5^th – 11^th Feb This is on a rotation so repeated with new group	20^th April – 27th May This is on a rotation so repeated with new group
Half term	Half term	Half term
Nov 1st – Dec 17^th Development of final concept following above activities – annotation for justifiable modifications and adaptations, techniques to be deployed to create final piece Machine development work – skills and experimentation linked to other making activities Detailed layering techniques and the understanding of how fabric pieces are constructed into a 3D workable product Construction of strap/ buckle component Lining a product and final hand finishing techniques Product evaluation	21st Feb – 1^st April This is on a rotation so repeated with new group	6th June – 22nd July This is on a rotation so repeated with new group
Christmas Holidays	Easter Holidays	Summer Holidays

Outcomes:

At the end of this unit the pupils will produce a folder of design development work that links to the given theme.

They will have created a final piece that reflects their Final Design proposal and been able to select and combine a range of appropriate fabrics and techniques showing complex layering techniques along with a very accurate level of construction.

Both the Portfolio & final piece will be marked using a simplified version of GCSE marking –design proposals (record), development and experimentation leading to a final piece.

Employability skills:

Provides the opportunity for the students to develop planning, concept development & concept realisation skills. Team work as well as individual skills are also included.

Year 10

Curriculum Intention:

The aim of the Yr.10 study within Textiles- Art and Design is to prepare the students to successfully pass their Yr.11 study which will involve the creation of two* portfolio units where students will:

*Pending Information – but potentially one ‘all through’ portfolio that actively engages students in the creative process of Textiles art, craft and design in order to produce a wide range of development samples leading to the creation of final pieces that link to the work of selected artists and designers and also to given broad themes of enquiry.

EVIDENCE to be collected in the portfolio:

● develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products

● become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques

● develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills

● develop and refine ideas and proposals, personal outcomes or solutions with increasing independence

● acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent

● develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures

● develop an awareness of the different roles and individual work practices evident in the production of art, craft and design in the creative and cultural industries

● develop an awareness of the purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work

● demonstrate safe working practices in art, craft and design.

There are 4 marking bands:

AO1 - Develop ideas through investigations, demonstrating critical understanding of source

(Confident and assured ability through the investigation process shows and through critical understanding of the context of own ideas and the sources that have informed them

AO2 - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

(• Confident and assured ability to refine work, driven by insights gained through exploration of ideas and reflection • Confident and assured ability to explore ideas through a process of experimentation and review • Confident and assured ability to select and experiment with media, materials, techniques and processes appropriate to personal intentions)

AO3 - Record ideas, observations and insights relevant to intentions as work progresses

(Also records insights related to personal work and the work of others through visual and other methods • Confident and assured ability to record relevant to intentions)

AO4 - Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

(Confident and assured ability to produce a personal and meaningful response • Confident and assured ability to realise intentions • Realisations demonstrate confident and assured understanding of visual language through application of formal elements )

During this year of study the pupils are introduced to & their knowledge & skilled developed in the following areas that will prepare them for the completion of their Internally set portfolio unit and resulting final pieces.

Curriculum Implementation:

Autumn	Spring	Summer
Sept 2^nd - Oct 14^th Technical mastery of joining. Seams leading to constructed textiles techniques: Patch-working and creation of structural fabrics through tessellating patterns and joining techniques Development of individual work following examples and demonstrations – students’ own work begins to evolve as a result of linking to contextual research and design and drawing activities that promote further experimental work This section of the course is about detailed skills acquisition and making links to wider artists / textile design practice to get students focused on the assessment objectives set by the exam board and to ensure that links are being sought and made to ensure high levels of development and experimentation are present in portfolios. Student self-directed research links Teacher led artist/ designer links reflecting technical/ experiment/ development techniques are covered thoroughly	Technical mastery of selected embellishment techniques leading to the production of a final piece: Cushion that evolves as a result of the development of detailed test samples from the half term leading up to Christmas. Construction techniques to create the cushion – mini prototypes to respond to individual student’s design solution. Greater emphasis on independent problem solving and using the taught skills and development portfolio to lead making activities and realise the final piece Further student/ teacher led rtist/ Textile designer links Analysis skills and ability to complete critical/ contextual writing activities Detailed evaluation of final piece following intentions and linked to the range of Artist/ designer work used as inspiration through the designing and making process	20^th April – 18^th May A final outcome – bodice / top to fit the mannequin will be created as a wearable fashion / Textiles Art piece that links to all of the testing, experimenting, development, drawing and design work completed before the Easter holidays Students will become increasingly independent in following their Final design and be able to construct their garment with additional tutorial style guidance based on the needs of their individual designs to draw this to a final accurate, well made, detailed piece that showcases the adapted development work and journey that they have followed through portfolio work.
Half term	/Half term	Half term
Oct 28^th – Dec 16^th Critical and contextual knowledge and understanding: deep analysis and recording (visually and in written format) artists’ links. The portfolio is staring to form – the format of mounting, the quality and content of work that covers A01/2 and 3 Focus will be built around the student’s ability to understand their own work critically and justify their ideas can be developed through practical visual analysis, annotation and using the spoken word in critiques / discussions. Explicit links are made and are present in the portfolio work: students should contextualise their research and ideas, drawing inspiration from artists and designers. Students should also evaluate the art, craft and design they study, and develop an appreciation of the impact it has on their own work and that of others. This could be in relation to evolving historical and contemporary contexts, periods, societies, environments, cultures, artistic language, situations and issues. Development work follows ideas that will be generated for a cushion prototype to be created. 3 Artists/ designers work will be focused on with the fusion of these themes leading to students creating a final piece that draws this first topic to a close by February half term.	24^th Feb – 30^th March Surface and structure – Bodices and wearable Art. Similar formula but different outcome/ Artists links and design concepts covered. Technical mastery of constructed textiles: Alexander McQueen, Gary Harvey and student selected designers work will be researched and analysed As a result, development and experimentation work will commence This will lead to the development of individual work following examples and demonstrations – students’ own work begins to evolve as a result of linking to contextual research and design and drawing activities that promote further experimental work. A final outcome – bodice / top to fit the mannequin will be created as a wearable fashion / Textiles Art piece.	1^st June – 13^th July Theme: Upcycled, Plastic Fantstic..! Detailed research into bags and fabric objects created by sewing and constructing recycled papers, fabrics and plastics together Val Holmes – artist link: research, analysis and experimentation activities that respond to this theme Gary Harvey links further made and explored Constructed techniques linking to previous topics and skills covered – students complete a wide range of experiment/ development work Drawing and design work that links to these sample pieces and shows close responses to Artists’ work Photography to aid design development by superimposing samples into design templates Mounting and creation of portfolio pages Critical and contextual analysis Work continues into the Autumn term of year 11 Summer Holiday project – Helen Poremba drawings – building on ‘record’ skills, students will be given a detailed drawing and research project to complete in preparation for work in the Autumn term
Christmas Holidays	Easter Holidays	Summer Holidays

Outcomes:

Through a number & range of mini projects, theory lessons that include technical demonstrations and drawing and design work along with a series of made product / pieces that link to development/ experimental sample work and designs.

Pupils will produce a range of linked samples that explore..

Critical and contextual knowledge and understanding
A student’s ability to understand their own work critically and justify their ideas can be developed through practical visual analysis, annotation and using the spoken word in critiques, discussions or interviews. Students should contextualise their research and ideas, drawing inspiration from artists and designers. Students should also evaluate the art, craft and design they study, and develop an appreciation of the impact it has on their own work and that of others. This could be in relation to evolving historical and contemporary contexts, periods, societies, environments, cultures, artistic language, situations and issues
be able to create a wide range of detailed development samples showcasing a wide range of techniques & be able to successfully create products and pieces that link to these
Pupils will produce a detailed portfolio for unit 1 under the banner ‘Surface and Structure’

Students will be required to know and understand:

● how sources inspire the development of ideas, drawing on: o the work and approaches of artists, craftspeople or designers from contemporary and/or historical contexts, periods, societies and cultures o contemporary and/or historical environments, situations or issues o other relevant sources researched by the student in the chosen qualification title and area(s) of study

● the ways in which meanings, ideas and intentions can be communicated through visual and tactile language, using formal elements, including: o colour o line o form o tone o texture

● the characteristics, properties and effects of using different media, materials, techniques and processes, and the ways in which they can be used in relation to students’ own creative intentions and chosen area(s) of study

● the different purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work.

Skills

Students will be required to demonstrate the ability to:

● develop their ideas through investigations informed by selecting and critically analysing sources

● apply an understanding of relevant practices in the creative and cultural industries to their work ● refine their ideas as work progresses through experimenting with media, materials, techniques and processes

● record their ideas, observations, insights and independent judgements, visually and through written annotation, using appropriate specialist vocabulary, as work progresses

● use visual language critically as appropriate to their own creative intentions and chosen area(s) of study through effective and safe use of: o media o materials o techniques o processes o technologies

● use drawing skills for different needs and purposes, appropriate to the context

● realise personal intentions through the sustained application of the creative process.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Art and Design Specification – Issue 1 – October 2015 © Pearson Education Limited 2015

rawing and other materials processes

All students must use drawing to support the development process within each chosen area of study. However, students are not required to demonstrate technical mastery of drawing skills unless this is relevant to their area of study. Drawing is at the heart of art, craft and design – from initial sketches and detailed observations to wild mark-making and expressive lines – and forms a core element of the practice of artists, craftspeople and designers. Students need to:

● be aware that drawing takes many forms, from two-dimensional mark-making to lines made using materials to define three-dimensional space ● develop a range of drawing techniques and processes in order to communicate developing ideas clearly. Drawing in the context of this qualification is taken to mean the following:

● recording the observed world, using mark-making in appropriate media ● exploring ideas visually, through the act of mark-making

● investigating, through the exploration of drawing media, new ways of expressing ideas, feelings or observations

● experimenting with various tools, materials and techniques. Drawing will be assessed through all the Assessment Objectives.

Employability skills:

Provides the opportunity for the students to develop planning, concept development & concept realisation skills. Time management and independent working with problem-solving skills. The need to successfully meet Design Brief & customer needs.

Successful completion of this course will allow the students to progress to the next level / stages of study within the creative industries, manufacturing & design subjects.

Year 11

Curriculum Intention:

The aim of the Yr.11 study within Textiles - Art and Design is to build a portfolio of work that links to a wide range of Textiles Artists and Designers work and to use the skills & knowledge gained during Yr.10 studies to successfully complete the following areas of study;

Curriculum Implementation:

Autumn	Spring	Summer
Sept 2^nd - Oct 14^th (DUE TO COVID HB project will be run in January as an alternative to what would have been delivered as UNIT 2 – awaiting confirmation here but that would be the plan). Plastic fantastic and upcycling project continues – weaving and other upcycled samples were set over the summer holiday Detailed sample testing continues linking to Val Holmes and other upcycling/ textiles artist’ work. Weaving and applique techniques – Louise Baldwin focus with photographic self-portraiture response to embed design detail into layered background Drawing and design development Analysis and research of other selected artists/ designers work Photographic development work	Jan 6^th – 10^th Feb 1AD0/02 - 1TE0/02 Externally Set Assignment released on Pearson Edexcel website 2 January 2019 Or HB Create a wide range of drawings linking to a HP; research and analysis of this artist for the continuation of portfolio unit 1 work and then continuing on to printed textiles development samples, machine embroidery, further Natural FORMS links and leading to a final piece as a result. Students will be exploring a range of linked artists following the Exam Board theme and responding to these creatively through experimentation activities; they will be building a detailed portfolio of work that covers the objectives AO1,2,and 3 They will be creating a wide range of development samples and designs that will ultimately lead them to the Final piece creation – this will be realised in the 2 day examination / over a series of lesson ’exam style’ practicals to complete the final piece.	20^th April – 18^th May Preparation and portfolio work continues in the run up to the timed examination* which is 10 hours of sustained focus / / over a series of lesson ’exam style’ practicals to complete the final piece. – dates TBC External moderation unlikely again this year (TBC)follows for both the portfolio component 1 and exam unit 2. All work must be mounted and photographic development forms part of this process to lead to further design solutions being created. *The timed examination must be sat, the work assessed by the teacher-examiner and the marks submitted to Pearson Edexcel prior to the moderation visit (for centres having a visiting moderator) and prior to 3 June
Half term	Half term	Half term
Oct 28^th – Dec 16^th Making of Bag prototype – piece 1 that brings together the above development and research Further design and development work incorporating Helen P./ Cas Holmes style of work to extend potential for Bag solution 2 – this leads to the final piece created in the Mock exam 2 day practical exam – 3^rd week of December	24^th Feb – 30^th March Students will be exploring a range of linked artists following the Exam Board theme and responding to these creatively through experimentation activities; they will be building a detailed portfolio of work that covers the objectives AO1,2,and 3 They will be creating a wide range of development samples and designs that will ultimately lead them to the Final piece creation – this will be realised in the 2 day examination in the following half term/ / over a series of lesson ’exam style’ practicals to complete the final piece.	UNLIKELY AGAIN THIS YEAR – TBC 1^st June – 13^th July Moderation visit to be booked in this time. The moderation period is 1 May – 26 June. Visiting moderators will contact centres in April to make arrangements for the exact date and time of their visit.
Christmas Holidays	Easter Holidays	Summer Holidays

Outcomes:

They will have created a sustained portfolio of work for Unit 1 and a second portfolio for Unit 2 covering the following objectives:

AO1 - Develop ideas through investigations, demonstrating critical understanding of source

(Confident and assured ability through the investigation process shows and through critical understanding of the context of own ideas and the sources that have informed them

AO2 - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

AO3 - Record ideas, observations and insights relevant to intentions as work progresses

(Also records insights related to personal work and the work of others through visual and other methods • Confident and assured ability to record relevant to intentions)

AO4 - Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

Employability skills:

Provides the opportunity for the students to develop planning, concept development & concept realisation skills. Time management and independent working with problem solving skills. The need to successfully meet Design Brief & customer needs.

Successful completion of this course will allow the students to progress to the next level / stages of study within the creative industries, manufacturing & design subjects.

Year 12

Curriculum Intention:

The aim of the Yr.12 study within Textiles is to prepare the students to successfully pass their A Level the first section of the course is about technical and embellishment skills acquisition which will lead to the production of 2 portfolio units and a sustained focused practical examination in year 13 where a final piece must be made following the development portfolio work on the exam board themed title under exam conditions. In year 12, a timed practical mock will also take place bringing to conclusion part of the Unit 1 portfolio.

Curriculum Implementation:

Autumn	Spring	Summer
Sept 6th - Oct 22nd Technical mastery of: Complex machine embroidery techniques Screen printing techniques Silk painting techniques	Jan 5^th – 11^th Feb Collage / mixed media drawing techniques Design and drawing development that explores manipulation and layering techniques linking to previous term – production of a cushion product that links to development work and engages with students additional selected artist’s work	20^th April – 27th May Making of wearable art piece: Closely follows portfolio development work: manipulation and layering techniques linking to previous term Contextual and critical analysis continues with further links sought and made to progress of individuals’ development/ experiment work
Half term	Half term	Half term
Nov 1st – Dec 17^th Further detailed development of work that responds to the following artists: Jan Beaney Jean Littlejohn Andy Goldsworthy and OTHER ARTISTS as selected by students/ teacher that link and form further development opportunities. Technical mastery continues: reverse Applique and Applique techniques, patchworking and structural sewing Drawing development and skills including water colour work Design development of cushion proposals linking to sample developments Bonding techniques Dissolvable fabric construction techniques and 3D forming Critical and contextual research and analysis skills	21st Feb – 1^st April Wearable art: Construction techniques Fashion style drawing techniques Selection of chosen designers work (students) to develop responses to in the form of development samples – links own design drawings to these to explore possibilities and potential final piece Dying and colouring techniques with further layered embellishment techniques Final solution designed and production plan created – fabric creation for this begins Further photography development skills taught and students modify plans in light of opportunities	6th June – 22nd July Thematic enquiry – essay topic research - students select own artists/ designers linking to personal study choices Critical and contextual analysis – individual style tutorials to guide project outcomes Development and design work responds to this and progresses in light of research and exploration of work Design work records opportunities and distinct pathways are forged to work towards a final outcome in the first term of year 13.
Christmas Holidays	Easter Holidays	Summer Holidays

60% Qualification:

● Internally set, assessed by the teacher and externally moderated.

Textile Design: through the disciplines of textiles for interiors, fine art textiles, fashion textiles.

Developing students’ knowledge, skills and understanding in art and design Students need opportunities to generate ideas and research from primary and contextual sources, record their findings, experiment with media and processes, and develop and refine their ideas towards producing outcome(s). It is essential that students review their progress at appropriate points in the development of their work. Each component aims to develop students’ ability to generate and develop ideas for their practical work and to build contextual understanding, from either a self selected or teacher–negotiated focus. Students will be required to:

● develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding ● explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops

● record ideas, observations and insights relevant to intentions, reflecting critically on work and progress

● present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements

Unit 1 Portfolio

Art and Design (Textile Design) (9TE0) Introduction Textile design is a versatile discipline that involves the creation, selection, manipulation and application of a range of materials and processes in order to produce fabrics for different purposes. Textile designers are expected to work in a multi-disciplinary way to create ideas, concepts, materials and techniques for different applications; for example in fashion and clothing, there are specialised areas such as lingerie, nightwear, sportswear, accessories or innovative clothing for theatre or film production. Technological innovation in textile development is used increasingly to produce specialist fabrics, which can be protective, fireproof, waterproof, or performance enhancing. Some textile designers create fabrics for interior applications such as upholstery, bed linens, curtains, wallpapers, carpets and rugs or work more generally as surface designers for vinyl coverings, tiles, leather, glass, packaging, greetings cards and wrapping paper.

Textile design can also be interpreted as a personal and individual fine art discipline, being used to create installations, mixed media constructions, tapestries, three-dimensional pieces, applications, soft sculpture and wall hangings. Drawing and other materials processes At the core of any textile art and design related practice is drawing. Drawing is an essential skill in the development process, from initial visual research, recording from primary sources, through to the translation of ideas into finished designs. The practice of drawing in textile design embraces traditional and non-traditional tools with digital translations and applications, whether these relate to fine art based textiles, fashion and clothing, interiors or surface design. Students should be aware of and apply traditional values of drawing, such as line, tone and shape in conjunction with digital applications for sewing, knitting, weaving and embroidery, as well as digital imaging software.

Students could use drawing, photography and video as tools for recording their surroundings and source materials. A range of drawing methods will encourage students to consider multiple ways of reading, thinking and applying drawing in different contexts. This also enables textile design students to consider drawing as a tool of translation, analysis, design and illustration. Students should use a variety of tools and materials, as appropriate, for recording their surroundings and source materials. Students should consider the application and implications of new and emerging technologies that can be used in conjunction with traditional and digital textile materials. Contextual understanding and professional practice Contexts for textile design can be found in a wide range of sources; for example, from galleries, historical collections and museums, contemporary trade fairs and fashion shows, a local exhibition, films, architecture, music, literature and nature. Students should gain an awareness of environmental and global factors relating to textile design as well as a clear consideration of the aesthetics of the end product.

Pearson Education Limited 2016 19 In addition, it is important that students are aware of current trends in textile and fashion design and development in order to achieve contextual currency in their work. This can be done through investigation into textile and fashion consultancies and agencies. Students should be familiar with contemporary and emerging concepts and learn how to analyse and critically evaluate textile design, demonstrating an understanding of purposes, meanings and contexts.

When undertaking work in textile design, students should also engage with:

● a range of materials and tools used for textiles processes, including ethically and ecologically considered sourcing

● how the formal elements evoke responses in the viewer

● the need for the specification of sustainable materials and energy-saving production processes in the construction of works and products

● sustainable materials and production processes in the construction of work

● the potential of collaborative working methodologies in the creative process. Disciplines within textile design For the purposes of this qualification, textile design is sub-divided into the following three disciplines:

● textiles for interiors ● fine art textiles ● fashion textiles.

Students will be required to work in one or more of the disciplines to communicate their ideas. By working across disciplines, they will extend their understanding of the scope of textile design; by focusing on one discipline, they will gain a deeper understanding of specific processes within textile design. Textiles for interiors Students will develop integrated knowledge, skills and understanding of the following:

● the appropriate and necessary skills, which may include computer-generated ideas for development in colour, materials and construction, design, repeat pattern, surfaces and materials

● knowledge and application of techniques such as weaving, knitting, embroidery, appliqué and fused or felted textiles

● the basis of textile or surface design printing, including croquis and repeating pattern

● techniques such as mono-print, transfer-relief, relief-print, wood-cut, lino-cut, silk-screen and digital printing

● techniques such as resist dyeing (for example batik, tie and dye methods), shibori, silk painting, hand-painting and spraying.

Employability skills:

Successful completion of this course will allow the students to progress to the next level / stages of study within the creative industries, manufacturing & design subjects.

Year 13

Curriculum Intention:

The aim of the Yr.13 study within Textiles is to prepare the students to successfully pass their A Level which will lead to the production of 2 portfolio units and a sustained focused practical examination in year 13 where a final piece must be made following the development portfolio work on the exam board themed title under exam conditions. The first portfolio is nearing completion from year 12 studies and a timed practical will also take place bringing to conclusion the Unit 1 portfolio.

Curriculum Implementation:

Autumn	Spring	Summer
Sept 6th - Oct 22nd Thematic enquiry – essay topic research continues - students select own artists/ designers linking to personal study choices Critical and contextual analysis – and the completion of first stages towards the critical essay completion Development and design work responds to this and progresses in light of research and exploration of work Design work records opportunities and distinct pathways are forged to work towards a final outcome in the first term of year 13.	Jan 5^th – 11^th Feb Externally Set Assignment released on Pearson Edexcel website Students will be exploring a range of linked artists following the Exam Board theme and responding to these creatively through experimentation activities; they will be building a detailed portfolio of work that covers the objectives AO1,2,and 3 They will be creating a wide range of development samples and designs that will ultimately lead them to the Final piece creation – this will be realised in the 3 day examination. Critical analysis of selected artists’/ designers’ work to be mounted alongside development work in Unit 2 portfolio.	20^th April – 27^th May Preparation and portfolio work continues in the run up to the timed examination which is 10 hours of sustained focus – dates TBC and external moderation follows for both the portfolio component 1 and exam unit 2. All work must be mounted and photographic development forms part of this process to lead to further design solutions being created. The timed examination must be sat 2^nd week back after half term. The work assessed by the teacher-examiner and the marks submitted to Pearson Edexcel prior to the moderation visit. Our moderation visit is usually around the 21^st June.
Half term	Half term	Half term
Nov 1st – Dec 17^th Photographic development work aids further design solutions and development work whilst modelling activities are underway. The final piece is now underway with fabric components being made to construct together to form final intent. Timed exam draws to a conclusion the final piece. Portfolio work is mounted and presented as a coherent portfolio ready for assessment.	21st Feb – 1^st April Students will be exploring a range of linked artists following the Exam Board theme and responding to these creatively through experimentation activities; they will be building a detailed portfolio of work that covers the objectives AO1,2,and 3 They will be creating a wide range of development samples and designs that will ultimately lead them to the Final piece creation – this will be realised in the 2 day examination in the following half term.	6th June – 22nd July Final preparation for the timed exam. Portfolio completion and mounting Timed 3 day examination with final piece completed. Written evaluation linking to how work respond to selected artist’s/ theme and intentions.
Christmas Holidays	Easter Holidays	Summer Holidays

Outcomes:

60% Qualification:

● Internally set, assessed by the teacher and externally moderated.

Textile Design: through the disciplines of textiles for interiors, fine art textiles, fashion textiles.

Developing students’ knowledge, skills and understanding in art and design Students need opportunities to generate ideas and research from primary and contextual sources, record their findings, experiment with media and processes, and develop and refine their ideas towards producing outcome(s). It is essential that students review their progress at appropriate points in the development of their work. Each component aims to develop students’ ability to generate and develop ideas for their practical work and to build contextual understanding, from either a self-selected or teacher–negotiated focus. Students will be required to:

● record ideas, observations and insights relevant to intentions, reflecting critically on work and progress

● present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements

Unit 1 Portfolio

Unit 2 Portfolio following set theme and Exam

Employability skills:

Successful completion of this course will allow the students to progress to the next level / stages of study within the creative industries, manufacturing & design subjects.