Overview

At KS3 students learn a variety of different textile techniques as well as the properties and characteristics of fibres and fabrics, fabric construction and modelling. Each year the knowledge is built on with students learning how to design to a brief, consider the needs of different clients and how to create a variety of textile products.

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KS3 Intent Statement

Art, Design and Technology subjects sit in the curriculum to develop students’ visual and oral literacy. One, which develops students’ as lifelong learners through their exposure to new subjects, themes, materials, skills and techniques in the early KS3 years. Our broad subject areas drive learning to enhancing and embracing students, creativity, imagination through exploration of media and processes. Where student thrive on new experiences and aspire to achieve the extraordinary.
Visual stimulation through displays and exhibitions of work, drive learning and sets high expectations to inspire and challenge throughout early foundation years. Celebration of work through competitions, clubs, trips and students exhibits captivate and drive passion for future progression, enhancing aspirations and embracing person goals. Design is the common thread across Art, Design and Technology, where students develop the skills to be independent and creative, such as developing: products, artwork, sculptures, food, garments and packaging are some examples of purposeful and individual outcomes developed at KS3.
Our Curriculum is built to develop students’ knowledge of both technical and life skills. With an emphasis on learning the importance of take risks, whilst developing an understanding of aesthetic qualities of their own work and the wider world of Art, Design and Technology. Students develop technical skills and knowledge across the subjects and key stages. Our curriculum journeys are designed specifically to extend and expand on learning whilst consolidating previous knowledge and skills to prepare for future development. Working away from preconceptions and embracing diversity making our curriculum accessible for all.
In the early years, students develop the skills around routines and best practice when working in practical subjects and curriculum areas. Learning Life skills: tidying up, presentation, organisation, classroom routines, managing resources and materials whilst working as a team are fundamental to success and enjoyment of KS3. To be ready for the independence offered at GCSE and A level. The board curriculum offers a breath of knowledge built on experiences, discussions, whilst developing life skills, ideas and values. Students learn to respect their environment and equipment, with some consideration for ecological issues and being resourceful with materials. Students learn through project based learning. Students develop their written skills investigation the work of others, evaluating outcomes, whilst conversational confidence is a key to assessment and understanding in our subject areas.
Year 8 and 9 years are built to extend on that knowledge and independence learnt in Year 7, but to encourage more personalise learning and outcomes with less modelling to enhance prior learnt behaviours and routines. Key stage 3 fuels the passion for emotionally strong lifelong learners who aspire to be the best the possibly can.

Year 7

Students design and make a sock alien using a variety of different materials, components and techniques. They develop their hand sewing and embellishment skills and investigate the construction and properties of different fabrics.

Year 8

Students are introduced to designing for a target market through a merchandising project. They learn how to thread up, use the sewing machine, and use computer-aided design in order to design and make a pencil case or make up bag.

Year 9

In year 9 students develop their sewing machine and surface decoration skills. They are introduced to using a variety of different materials and textile techniques such as applique, quilting and printing.

Overview

The Textile Design is defined as the creation of designs and products for woven, knitted, stitched, printed or decorative textiles that might have a functional or non-functional purpose. The course encompasses surface pattern and embellishment, fashion design and illustration, costume design, sculptural textiles, installed textiles and art textiles.

Component 1: Portfolio 60% of overall marks
Each student must select and present a portfolio representative of their course of study.

The portfolio must include both:
A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study. A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.
Component 2: Externally set assignment 40% of overall marks.

AQA will provide a separate externally set assignment for each title, each with seven different starting points. Students must select and respond to one starting point from their chosen title. The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point.

The extended creative response must explicitly evidence students’ ability to draw together different areas of knowledge, skill and/or understanding from initial engagement with their selected starting point through to their realisation of intentions in the 10 hours of supervised time.

Students must ensure that the total submission for Component 2 evidences coverage of all four assessment objectives and evidence of drawing activity and written annotation. Students must identify and acknowledge sources which are not their own.
Externally set assignments will be available to students and teachers from 2 January. A preparation period which can begin on or after 2 January is followed by 10 hours of supervised unaided work in which students are required to realise their intentions. Students must not undertake any further preparatory studies once the first period of supervised time starts.

Areas of study
In Component 1 and Component 2 students are required to work in one or more area(s) of textile design, such as those listed below:

•Art Textiles
•Fashion design and illustration
•Costume design
•Constructed textiles
•Printed and dyed textiles
•Surface pattern and/or embellished textiles
•Soft furnishings and/or textiles for interiors
•Digital textiles
•Installed textiles

They may explore overlapping areas and combinations of areas.

KS4 Intent Statement

Art, Design and Technology subjects at GCSE sit in the curriculum to extend our visual and oral literacy. At GCSE these begin to encompass the importance of person choice, further independence, self-discovery, and individualisation as the driving force of our broad curriculum areas. The diversity of our curriculum is wide and broad, allowing all students of all abilities to make personal informed choices for subject selection at GCSE in ADT. Careful support and guidance during the progression stage from KS3 to 4, are built into our ADT plan. Developing students and parents knowledge and understanding of what our subjects offer across ADT. Encompassing an outlet avenue to all students of all abilities ensuring they feel confident to perform successfully in one or more areas in ADT.
GCSE offers a new layer of self-awareness, social, cultural and moral diversity across ADT. In some of the Art and Design subjects, this is an outlet for personal projects and investigations that unpin the deeper conceptual thoughts, which can act as a layer of support to some of our more vulnerable students. Our curriculum is one that offers something for all, where diversity is celebrated and personal outlet is encouraged and embraced. ADT seeks to raise aspirations for students of all abilities, regardless of academic achievement. Independent skills learnt at KS3 are develop upon; time management and personal choice drive students’ independence and the smooth transition from learning at KS3 to GCSE. Written and visual language, use of subject terminology are key to success and understanding of the Assessment Objectives from KS3 to 4.
Refining skills and understanding the wider knowledge of a broader variety of ingredients, materials, styles and processes inform students’ choices whilst influenced by the wider world of Art, Design and Technology. Enhancing students’ opportunities to extend on basic use and understanding of techniques from KS3. E.g. Pencil use to graphite stick, watercolours to oil paints in Fine Art. Cooking pasta to making pasta in Food Preparation and Nutrition. Developing digital skills with subject specific software (adobe) in Graphics to designing functional products. Product Design casting to vacuum forming. Making fabric samples to garments in Textile Design. All subject areas Develop and extend on technical skills and knowledge taught at Key stage 3 to 4 , this is an integral part of students learning journey, which is embedded in our curriculum planning
Developmental work on personalisation of presentation skills in workbooks/ folders portfolios/sketchbooks, scale, size and time management are all-important learning focuses at KS4. Developing students own style in ADT subjects, drawing on personal interests, strengths and in some cases self-expression. Students have an opportunity to develop and share their interests through coursework-based work and sustained projects. Which lead to more opportunities for peer discussion and sharing of group ideas. There are opportunities to take personal experiences and apply them to real life world problems. Individual and holistic development is embraced and encouraged through celebration of all work from all students - in our end of year in our GCSE and A level exhibition. Celebration of work within the local community from invites to exhibitions, Residents’ afternoon tea, embeds our strengths in ADT.
Future aspirations in careers and educational experience and routes are enhanced at KS4, lead by subject assemblies with our ADT KS5 Ambassadors as role models. Outside agencies support our career pathways for example: Guest chef, Royal Navy chefs, workshops with Arts University, Elite Art group, clubs, gallery visits, trips, and our residential in Conway working with artist, all extended learning opportunities fuelling passions to the wider world of ADT. Key stage 4 supports the technical processes and life skills learnt at KS3, whilst extending on their visual, critical, emotional and personal development.

Qualification Details

Exam Board: AQA
Qualification Title: Textile Design
Qualification Specification Code: 8204
Qualification Webpage: Click here to visit the AQA webpage for the specification.

Why should I study this course?

This vibrant and dynamic GCSE course, gives students the freedom to immerse in the wider world or Textile Design in ways that will inspire and bring out the best in all our students. The course equips students with the skills to continue the subject with confidence at AS, A Level and beyond.

The course allows for progression from KS3, whilst providing a strong foundation for further study at degree level and various vocational pathways.

What knowledge and/or skills will I need?

Students must demonstrate they have a genuine passion for Textiles and Design with an inquisitive, creative mind and the desire to further their knowledge and understanding within the subject. It is essential that they enjoy working in a wide variety of materials with the ability to take risks and work independently.

What will I study in this qualification?

Our Textile Design Course runs across Years 10 to 11 and consists of a ‘Surfaces Project’ which explores surface design and introduces students to a range of decorative techniques and processes. A second sustained project then allows students to explore fashion and constructed textiles before embarking on their rehearsal exam at the start of year 11. The rehearsal exam will allow students to work more independently and select from a range of starting points that suit the interests and skills they have developed across the course. They will then complete a project for the Externally Set Assignment in January.

How will I be assessed?

The exams and non-exam assessment will be measured on how students have achieved the following Assessment Objectives:

AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
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.
AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Marks for both Portfolio and Externally Set Assignment are marked out of 96 marks.

Possible Career Paths

The skills learnt throughout the course will equip students for future creative career paths, such as: fashion designer, costume designer, textile artist, printmaker are a few to mention. A CGSE in an Art and Design based subject will also provide a sound background for other less obvious careers where the ability to think differently and creatively gives an individual the edge on the competition. Self-expression is actively encouraged throughout students’ work; the written work and discussion are all encouraged and important in the development of knowledge and understanding about the wider world of Textile Design. These are valuable tools for all aspects of future life. The Art and Design Department is committed to providing a diverse, innovative course/s, which will provide a rewarding and exciting element to student’s future creative pathways.

Overview

The Textiles Design course complements the GCSE Art and Design courses offered in Graphics, Textiles Design and Fine Art. It is recommended that one of the following courses has been successfully completed at GCSE, to maintain the high demand of work and independence required to study the course. Students will produce practical and critical/contextual work in one or more areas of study, for example: Fashion Design, Fashion Textiles, Costume Design, Digital Textiles, Printed and Dyed Fabrics and Materials, Domestic Textiles, Wallpaper, Interior Design, Constructed Textiles, Art Textiles and Installed Textiles. The course will comprise of a personal investigation, which will include written material around a student’s individual artwork and chosen line of enquiry. This will include a structured, extended response of between 1000 and 3000 words of continuous prose. Each student’s investigation will be an in-depth study that demonstrates the student’s ability to construct and develop a sustained line of reasoning from an initial starting point to a final realisation. There is also an externally set practical assignment including a development period from the 1st February, plus a 15 hour supervised examination.

KS5 Intent Statement

Art, Design and Technology subjects at A level sit in the curriculum to extend our visual and oral literacy. At A level, students lead learning through a ‘Personal Investigation’. Students build on their knowledge developed at GCSE, extending their self-discovery and independence. The Art and Design A level course is designed to develop, students as individual artists and designers encouraging them to become aware of their strengths and passions in their own genre.
Year 12 builds the bridge between GCSE and A level following the more traditional AS route. This Year is built around discovery and investigation, learning new techniques and skills whilst embracing risk taking. Scale becomes important and student are encourage through workshop lead lessons to work out of their comfort zones: on the floor, easels, working in the darkroom, making small and large scale models and prototypes and learning to use new IT programmes. Time management and independent work is encouraged and students embrace the opportunity to work in the wonderful university hub the Da Vinci building offers. In Year 13 Fine Art and Textile student have their own studio space to display work. Working in the building in their own time on their own work is embraced by all disciplines.
Conceptual and critical analyses of own work and the work of others is integral to individual learning and is at the driving force for developing literacy skills and higher order thinking - developing a broader knowledge of their own subject terminology and understanding. Opportunities for peer discussion and sharing of group ideas are introduced to build confidence and awareness of self-value, supported by learning from one another. A level embraces supporting each other’s ideas and values preparing students for the next steps for university adding a level of maturity through discussion based learning seen in, group critics and evaluations.
Extended learning opportunities such as gallery trips, life drawing, AUB relationships/workshops talks, exhibitions, students work own displays in internal and external exhibitions, are crucial to celebrate and embrace work of all student of all abilities. Setting expectations high and being the best you can possibly be, whilst learning those important life skills about who you are as an individual, support our student’s social, moral and cultural understanding and wellbeing.
At KS5 many student take on the role of the subject ambassador in Art and Design and Technology. It is a prestigious role, which involves students at KS5 being a huge support to the Da Vinci team of staff and students. The opportunity to share student’s passion and enthusiasm for a particular subject is at the forefront of the ambassador role, individuals develop their confidence in working with other creative students across the school. This role supports progression for KS4 – 5 transition. Ambassadors highly value students, who work with lower school to share their experiences, knowledge and passions.
Aspirations for Further Education in the wider world of ADT are embraced and students are supported in their next steps. Many choosing to do the foundation course at Arts University Bournemouth and then progress onto degree level. A Level in ADT develops confident self-aware individuals. Who not only develop the high end skills in their genre and passion, but also those all-important life skills as they develop who they are as individuals whilst very in tune with the wider world around them.

Qualification Details

Exam Board: AQA
Qualification Title: Textiles
Qualification Specification Code: 7204
Qualification Webpage: Click here to visit the AQA webpage for the specification.

Entry Requirements

Standard Sixth Form entry requirements

What will I study in this qualification?

The summary of components is as follows:

• Unit 1: Personal Investigation

• Unit 2: Externally Set Assignment

Possible Career Paths

Art related degrees, Professional Artist, Printmaker, Clothing or Textile Technologist, Colour Technologist, Interior and Spatial Designer, Fashion and Costume Designer, Textile Designer. Students will develop the independent skills required to move onto Further or Higher Education or moving into the Design Industry. The course encourages students to develop their own style as an Artist, whilst covering the requirements of the four assessment objectives.