textile

Year 7

Topic- Basic Textile Skills

The emphasis in year seven is for students to build a repertoire of knowledge, skills and understanding in order that in year 8 and 9 they are able to apply these skills to design and create high quality prototypes and products.  The key health and safety procedures used within a textile environment will also be introduced.

Aims
  • To identify the equipment and their parts used within a textile environment.
  • To practise and demonstrate controlled and safe handling of a sewing machine
  • To model a seam and hem
  • To demonstrate controlled hand stitching, including sewing a button.
  • To design and make a stencil
  • Discuss the 5R (Recycling)
  • To create new materials from recycled fabric and demonstrate weaving techniques.

 

Assessment – Modelling

Year 8

Year 8 is a process based course based around applique and dying techniques, facilitating the teaching of projects and encouraging the development of creative, technical and practical expertise.  Prior knowledge of the basic sewing techniques will be built upon and developed in a more personal response.  In year 8 there should be opportunities for group collaboration.

Aims
  • To  develop and communicate design ideas using annotated sketches
  • To discuss and analyse  through ‘ACCESS FM’ theirs and designers products
  • Select from and use specialist tools, techniques, processes, equipment and machinery precisely
  • Investigate new and emerging technologies
  • Refine ideas and products against a specification, taking into account the views of intended users and other interested groups

 

Suggested Projects –
  • School Banner – advertising its slogan “Learning together”.
  • School Bunting – celebrating Key words

 

Assessment – Modelling/Making/Researching

year 9

The emphasis in year nine will be on the promotion of sequential development of work.  Teaching should encourage individual responses to assignments allowing the students to take more ownership of work.  This year will be the culmination and unification of the key stage.  Students will be encouraged to make and embellish 3D objects therefore drawing and extending the skills learn in previous years.  There will be a greater emphasis on the investigation and use of new and emerging technologies as well as the refinement of their ideas and products against a specification, taking into account the views of intended users and other interested groups.

Aims –
  • Use electronics to embed intelligence in products that respond to inputs [for example, sensors – tilt switch], and control outputs
  • Discuss how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]
  • Analyse the work of past and present professionals and others to develop and broaden their understanding
  • Discuss developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists (5 Rs)
  • Select from and use specialist tools, techniques, processes, equipment and machinery precisely to create a textile 3D object
  • Refine ideas and products against a specification, taking into account the views of intended users and other interested groups

Suggested Project –

  • Alien cuddly toy – electronic tilt switches

Assessment – Modelling/Making/Researching

+ Key stage 3

Year 7

Topic- Basic Textile Skills

The emphasis in year seven is for students to build a repertoire of knowledge, skills and understanding in order that in year 8 and 9 they are able to apply these skills to design and create high quality prototypes and products.  The key health and safety procedures used within a textile environment will also be introduced.

Aims
  • To identify the equipment and their parts used within a textile environment.
  • To practise and demonstrate controlled and safe handling of a sewing machine
  • To model a seam and hem
  • To demonstrate controlled hand stitching, including sewing a button.
  • To design and make a stencil
  • Discuss the 5R (Recycling)
  • To create new materials from recycled fabric and demonstrate weaving techniques.

 

Assessment – Modelling

Year 8

Year 8 is a process based course based around applique and dying techniques, facilitating the teaching of projects and encouraging the development of creative, technical and practical expertise.  Prior knowledge of the basic sewing techniques will be built upon and developed in a more personal response.  In year 8 there should be opportunities for group collaboration.

Aims
  • To  develop and communicate design ideas using annotated sketches
  • To discuss and analyse  through ‘ACCESS FM’ theirs and designers products
  • Select from and use specialist tools, techniques, processes, equipment and machinery precisely
  • Investigate new and emerging technologies
  • Refine ideas and products against a specification, taking into account the views of intended users and other interested groups

 

Suggested Projects –
  • School Banner – advertising its slogan “Learning together”.
  • School Bunting – celebrating Key words

 

Assessment – Modelling/Making/Researching

year 9

The emphasis in year nine will be on the promotion of sequential development of work.  Teaching should encourage individual responses to assignments allowing the students to take more ownership of work.  This year will be the culmination and unification of the key stage.  Students will be encouraged to make and embellish 3D objects therefore drawing and extending the skills learn in previous years.  There will be a greater emphasis on the investigation and use of new and emerging technologies as well as the refinement of their ideas and products against a specification, taking into account the views of intended users and other interested groups.

Aims –
  • Use electronics to embed intelligence in products that respond to inputs [for example, sensors – tilt switch], and control outputs
  • Discuss how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]
  • Analyse the work of past and present professionals and others to develop and broaden their understanding
  • Discuss developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists (5 Rs)
  • Select from and use specialist tools, techniques, processes, equipment and machinery precisely to create a textile 3D object
  • Refine ideas and products against a specification, taking into account the views of intended users and other interested groups

Suggested Project –

  • Alien cuddly toy – electronic tilt switches

Assessment – Modelling/Making/Researching

+ Tab 2