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Textiles

Year 7

In Year 7 students study across Textiles, Resistant Materials, Food and Graphics. Students will follow a carousel of the four subjects for a 10 week period, with two lessons a week. This enables them to experience the different sides of technology before choosing their options for Year 8. In the Textiles carousel students design and make an ‘Ugly Doll’ stuffed toy from recycled fabrics and components. Students develop a character and personality for their doll and combine research and written tasks with creative design work. Practically, students will learn how to use the sewing machine independently to build confidence and learn how to creatively apply a range of decorative textile techniques.

 

YEAR 8
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6
‘Colour into Cloth’ Tote Bag Project.

Students work from observational drawings from the under the sea and the seashore as a starting point to develop, design and make a decorative tote canvas bag using a range of decorative textile techniques including printmaking, dyeing and embellishment.

‘Colour into Cloth’ Tote Bag Project.

Students work from observational drawings from the under the sea and the seashore as a starting point to develop, design and make a decorative tote canvas bag using a range of decorative textile techniques including printmaking, dyeing and embellishment.

‘Colour into Cloth’ Tote Bag Project.

Students work from observational drawings from the under the sea and the seashore as a starting point to develop, design and make a decorative tote canvas bag using a range of decorative textile techniques including printmaking, dyeing and embellishment.

Jennifer Collier Project.

Students take inspiration from the artwork and methods of textile artist Jennifer Collier as a starting point and develop it into their own style through a number of practical tasks including paper and fabric manipulation, heat and wax trapping techniques. Through personal exploration students produce artist study sheets and a personalised book. They then use their research and development to produce a personal response.

Fabric Postcard Project.

Students develop their textiles skills further and learn new techniques such as felting, embellishing, building stitched layers, mark making with stitch and fabric painting/printing/dying to complete a textiles postcard with stitch, paint, dye, fibres and/or fabrics.

Fabric Postcard Project.

Students develop their textiles skills further and learn new techniques such as felting, embellishing, building stitched layers, mark making with stitch and fabric painting/printing/dying to complete a textiles postcard with stitch, paint, dye, fibres and/or fabrics.

 

YEAR 9
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6
‘Dress a girl around the world’ Project.

Students design and make a dress or shorts for girls or boys who are currently living in poverty overseas. ‘Dress a girl around the World ‘ is a UK charity aiming to help children in poverty in partnership with the ‘Hope 4 Women’ global charity. This is a live project and the dresses and shorts get sent out every year to those in need.

‘Dress a girl around the world’ Project.

Students design and make a dress or shorts for girls or boys who are currently living in poverty overseas. ‘Dress a girl around the World ‘ is a UK charity aiming to help children in poverty in partnership with the ‘Hope 4 Women’ global charity. This is a live project and the dresses and shorts get sent out every year to those in need.

Christmas Craft Project.

Students take inspiration from artists Mandy Pattullo, Heidi Rhodes and Sharon Blackman and design and make a Christmas themed crafts based on their chosen theme – this could be traditional or unconventional! This project gives students the opportunity to experiment and learn a variety of textiles techniques and processes including hand embroidery, free motion embroidery and applique, at the same time as getting in the Christmas spirit!

Natural Form

Students use nature as a starting point to create drawings and a range of textile samples using a wide variety of mixed media and materials as they start the GCSE element of the course. Students will develop their textiles skills and learn new techniques such as felting, embellishing, building stitched layers, mark making with stitch and fabric painting/printing/dyeing to complete a textiles picture with stitch, paint, dye, fibres and/or fabrics.

Natural Form

Students use nature as a starting point to create drawings and a range of textile samples using a wide variety of mixed media and materials as they start the GCSE element of the course. Students will develop their textiles skills and learn new techniques such as felting, embellishing, building stitched layers, mark making with stitch and fabric painting/printing/dyeing to complete a textiles picture with stitch, paint, dye, fibres and/or fabrics.

Students will complete a sustained project that takes initial inspiration from Textile artist Alison Willoughby. This project will give students the opportunity to experiment and learn a variety of fashion garment making skills including pattern cutting and fashion illustration.

 

YEAR 10
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6
Students use nature as a starting point to create drawings and a range of textile samples using a wide variety of mixed media and materials. Students will develop their textiles skills and learn new techniques such as felting, embellishing, building stitched layers, mark making with stitch and fabric painting/printing/dyeing to complete a textiles picture with stitch, paint, dye, fibres and/or fabrics. Students will complete a mini sustained project that takes initial inspiration from Textile artist Alison Willoughby. This project will give students the opportunity to experiment and learn a variety of fashion garment making skills including pattern cutting and fashion illustration. Students will begin a sustained project that will show a journey from the starting point ‘Food’ to a final piece. This project will give students the opportunity to experiment and learn a variety of textiles 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, a cushion or apron. Students will continue to work on their first sustained project that will show a journey from the starting point of ‘Food’ through to a final piece. This project will give students the opportunity to experiment and learn a variety of textiles 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, a cushion or apron. Students will complete their first sustained project that will show a journey from the starting point of ‘Food’ through to a final piece. This project will give students the opportunity to experiment and learn a variety of textiles 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, a cushion or apron. Students begin their second sustained project. They will use ‘Landscapes’ as a starting point to create drawings and a range of textile samples using a variety of mixed media and materials. The two sustained coursework projects form 60% of their overall GCSE grade. 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.

 

YEAR 11
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6
Students continue to work on their second sustained project. They will use ‘Landscapes’ as a starting point to create drawings and a range of textile samples using a variety of mixed media and materials. The two sustained coursework projects form 60% of their overall GCSE grade. 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. Students complete their second sustained project. They will use ‘Landscapes’ as a starting point to create drawings and a range of textile samples using a variety of mixed media and materials. The two sustained coursework projects form 60% of their overall GCSE grade. 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. In January of Year 11 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 Year 11. In January of Year 11 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 Year 11. In January of Year 11 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 Year 11. In January of Year 11 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 Year 11.