Textile Design plays an important part of our curriculum. Students are given the opportunity to refine and develop motor skills to further their hand coordination skills via practical tasks. They are taught the wider context surrounding Textiles this involves the considerations of the environment and the impact of poor design choices can lead to contributing factors of polluting the environment in which we live in. This enables students not only to appreciate and identify good quality workmanship by manufacturers it also allows students as potential consumers to make better informed choices of their own. To empower students, they produce their own work through the substantive knowledge of textiles and the disciplinary knowledge of the design process. The curriculum is designed to ensure that students are either building schema in one subject or cementing it in other DT subjects or vice versa. To achieve this in Textiles, the curriculum has been designed to work with the rotation system of ADT, meaning knowledge must be acquired by students in a way that it is either building new schema or cementing schema learnt from a prior topic. This has led to creating a curriculum layout that is both spiralled horizontally across the year but also vertically through the course of KS3. An example of this is students explore the research topic via a mood board in Product Design in Year 7, this is vertically taught in Textiles in Year 8 where students use the skills to collect images quite quickly due to the experience, the new schema being able to analyse the research obtained and enhancing presentation at the same time.
In Year 7, students learn to design and make a storage case according to a design brief that is set, just as it would in a manufacturing world of a Textiles company. The next topic is based around research where students learn to explore existing products and compare them. Alongside this students are taught how to analyse existing products using their own pencil cases to compare the differences of materials, size, colours, how it functions. To successfully allow students to grasp how to ‘analyse’ the ACCESS FM model is introduced. How to choose materials and identify their properties is taught alongside the design principle to allow students to make informative decisions about their chosen ideas, broadening the student’s schema. Students are taught to annotate their design ideas taking into account their understanding of the materials they have learnt, to further secure their learning. During the design process, rendering is also taught which is also covered in Graphics and Art. The principles of rendering are taught in all three areas of ADT to allow students to see the correlation of skills across the department and also providing the opportunity to master the skill. Once the design process has been followed this leads to the manufacturing stage. There are a number of components of knowledge that are introduced such as new key terms, tools, component parts within the sewing machine as well as the equipment. The composite of this unit of learning is to teach students how to set up and then to operate it independently. Leading on from here successful students will be able to troubleshoot any obstacles they have along the way. The manufacturing component being able to thread the sewing machine, to alter settings as required and correct stitching (joining of seams) where applicable for a high-end quality product. After the manufacturing process is completed, environmental considerations are brought in as a theory led topic as well as the structure of materials ‘woven and non-woven’. This learning is paramount to the unit of learning as it allows students to engage with materials around them and the impact of their consumer choices can have on the world around them. This topic is purposely taught at the end as students can evaluate their end product much better having followed the design, manufacturing process to then appreciate alternatives to their choices and provide examples of this. Having set a design brief to then follow the principles of research, plan, design, modify, make and evaluate it gives students the appreciation and resilience for the craft and workmanship designers go through before an end product is achieved.
Year 8 is used to develop and strengthen the knowledge and skills around the various schema delivered in Yr7, whilst also bringing together a new range of creative manual practices. To do this effectively the use of new specialist equipment is taught alongside theory focused learning linking to industrial practises handled in developing countries. In turn allowing for a greater appreciation of manufacturing processes around the world. There is a greater focus on artisans around the world due to the topic of culture. Culture has been chosen as focal topic in Yr8 as it offers a broader depth of knowledge across ADT. For example Resistant materials has an emphasis on Art Deco as a cultural historical design period, Art compares local Victorian buildings to Italian buildings and Food explores dishes around the world, such topics define culture and provide a much stronger association of the wider context to our students. The artisans that’s have been chosen are linked to the technique of batik which the students learn using specialist tools that are viable for usage in a classroom setting. Students look at the process of how batik is transferred on to fabric in Indonesia where the technique originates from, whilst considering health and safety practises alongside their practical outcomes. Students are provided with a Tjanting tool which captures hot wax and is dripped into the desired pattern formed by the students using the ‘day of the dead theme.’ This particular artisan skill has been chosen because it allows students to learn how developing countries produce lavish textiles using hand skills and the determination and drive that is required. Alongside this the theory topic around wastage of the pigmented dyes is covered to allow students to acknowledge the damage to the environment such dyes have and how machinery in developed countries manage wastage better.
Prior to moving on to the final concept students are encouraged to produce samples using the Tjanting tool and hot wax. At this stage students begin to learn the level of control they have and build on this through practising the technique before attempting their final design. During this stage students learn that designers follow a similar process securing the knowledge of how industrial practise are followed prior to products arriving onto a shop floor. The theory learning which is equally essential follows on with industrial practises mass, batch and one-off productions, linking to the appreciation of the industrial processes undertaken in the textile industry. The next topic is of ‘costing’ designed to engage students in ‘real life’ providing the opportunity to logically apply their learning in business and mathematical context. The last practical component and theory learning consists of fastenings here students learn about practical design solutions and which is applicable for their product. Students are given the opportunity to revisit the vertical learning ‘comparison of existing products’ covered in Yr7. Students are given the opportunity to compare fastening styles for their manufactured product via comparing existing components and producing their own samples which is reasoned through evaluating. Like all design projects, the final process is evaluating however students in Yr8 student evaluate at several intervals allowing for the composite learning to be a focal point.
In Year 9, students begin to explore their own independent working through responding to an open design brief. By this point in their ADT learning they will have gained skills from textiles such as sewing machine skills, designing skills and a variety of textiles tools, applique, decorative techniques, Batik wax and ink and embroidery. The Yr 9 project these skills will be combined with Art skills such as watercolour, drawing and artist analysis, as well as other analytical skills from other ADT disciplines such as Graphics and RM. This combination of skills and techniques means students have a vast range of skills they can bring to the project. This range of knowledge allows students to be able to take full advantage of the project brief as they can create a personal response and explore the brief creatively.
The topic of birds includes a link to artist and designer influences allowing students to learn the differences between the two. Students explore, compare and interpret the work of Abby Diamond a current more modern artist and look at the work of William Morris a renowned historical textile designer, poet, novelist and translator. Students will be able to reflect on the styles of artists versus the styles of designers and the limitations of each. For example when looking at Abby Diamond students will experiment using her style with watercolour and biro on paper, but also using watercolour or batik on calico, this means students are able to compare and analyse the behaviour of different materials (paper or fabric) and different media (watercolour and Batik Ink), this experimentation builds independent problem solving and encourages students to try a variety of ideas, crucial to artistic thinking. Using Abby Diamond as a visual starting point also allows for students to use important artistic skills such as working back into a design. Until this point students have worked on a linear trajectory, starting a product and working on it until it is finished. In this project they are encouraged to keep going back to one design, starting with biro drawing, then building in watercolour before finally taking to the sewing machine. Students have worked on sewing machines in Yr7 and 8 and will have a foundation knowledge of using them, however in Yr9 this schema is built upon by introduction of the free hand embellishing foot on the sewing machine which allows for complete free movement, creating a less precise line style but requiring more control. Students then move on to pattern development in the style of William Morris in a much more traditional form of colour application. The visuals of the work of different practitioners will also be utilised, students will consider why an artist like William Morris’ style looks how it does, why does working on fabric create visual limitations, does his illustration style reflect techniques he is using? Students will have to consider this more deeply when using Batik wax, they will have to be considerate of the material they are using and what they visuals are limited to when using certain tools. Prior to moving onto the final outcome students refine their ideas, at this point they have developed a range of samples of a variety of techniques from which they are able to create a final piece idea. Students explore this project in a more mature way than in Yr 7 and 8 and are encouraged to go back to their working to refine and develop as they go. Using a combination of art schema and textiles schema to produce an independently designed final piece.
|Foundation Course||Extending Skills, knowledge, attitude and concepts||Developing skills and learning concepts|
|Base component: Investigation|
Component 1: What are health and safety rules in a textiles classroom?
Component 2: What is sewing?
Component 3: Comparison of existing products
Component 4: Exploring design ideas
Component 6: What is manufacture?
Component 7: Materials
Component 8: Evaluation
|Component 1: What is a design brief|
Component 2: Embellishment
Component 3: Research
Component 4: Development of design ideas
Component 6: Manufacturing processes
Component 7: Awareness of materials and its properties.
Component 8: Quality control and evaluation of findings.
|Component 1: How to respond to a design brief
Component 2: How to study the work of a successful artist?
Component 3: How do artist work?
Component 4: How do I get to a final piece?
Component 5: Producing a final piece