Aylesbury High School

Student resources

The Google Drive and Clickview are only available for students and teachers of Aylesbury High School. The Google Drive contains all Google-based resources used in lessons.

The other quick links are to websites we subscribe to with extra resources. Students have their own login details given to them by the school.

AHS only resources

Web based quick links

Extension work & wider reading at Key Stage 3 (Years 7-9)

If you have finished all the work set on Google Classroom/in lessons very quickly and/or if you’re looking for Textiles things to do to stop you getting bored, try out some of these suggestions.

Watch The Great British Sewing Bee. This will help you gain an understanding of how to upcycle and construct items.
Continue to experiment at home, making things such as a bookmark using hand embroidery, oven gloves etc. YouTube can be a great resource to learn new skills.

Extension work & wider reading at Key Stage 4 (Years 10-11)

If you finish all the work set on Google Classroom very quickly and/or if you’re looking for Textiles things to do to stop you getting bored, try out some of these suggestions.

https://www.textileartist.org

pinterest.com

https://textilesskillscentre.com

https://www.accessart.org.uk/textiles/

https://embroiderymagazine.co.uk/

https://carouseltextileart.org.uk/artists/

TV programmes

Great British Sewing Bee.

Galleries

https://fashiontextilemuseum.org

https://www.knitandstitchshow.co.uk/london/the-textile-galleries

https://www.vam.ac.uk/?srsltid=AfmBOoodA6EtILcRCsVe4kfF5wGJwTsufBl1iiXBfJO08e7Th5TF0ES

Subject intent

Key Stage 3

The Textiles Curriculum aims to bring out students’ creativity, with practical skills and outcomes being the driving force. Students at Key Stage 3 need to be able to develop skills and confidence on the sewing machines. These skills will enable them to experiment with techniques and media in a highly creative and practical way. Students look at fashion designers and textile artists to inspire design decisions, and give them the opportunity to develop practical techniques and create response pieces in their own style. By learning these techniques and processes, students are able to design and make a final response which is visually impactful.

Key Stage 4

The skills covered in Key Stage 3 form the basis of learning in Year 10 and Year 11. Students begin with a stimulus for their NEA project. From there, they are allowed freedom to explore this through research and experimentation with appropriate media, materials, techniques and processes. Trips to art galleries enable students to develop their creative thinking and gather meaningful research and direction for their sketchbook. Students need to analyse textile artists and fashion designers' work accurately by looking at style, techniques, mood and meaning. This all leads to a personal, meaningful and risk-taking final outcome which brings their intentions to life and demonstrates an understanding and interpretation of the theme.

Key Stage 3 (Years 7-9) course implementation, learning journey & attainment.

Course content

Year 7	Year 8	Year 9
Making a holiday postcard inspired by the Textiles' artist Louise O’Hara Skills learnt include: To incorporate each assessment objective into designs Safety in the Textiles room Researching the work of Louise O’Hara and using and developing her techniques Making holiday postcard in fabric Setting up and using the sewing machine Hand embroidery Collage techniques Use of decorative components Key objectives of this unit are: Know the different parts of the sewing machine and to be able to set it up and use it confidently for straight stitch Experiment with hand embroidery skills, learning running stitch, back-stitch and blanket stitch and understand these could be used in the final make Understanding the importance of initial design ideas Use peer evaluation to help focus on the final design idea and get further inspiration Follow the final design to make a successful holiday postcard using collage and hand stitching Evaluate the outcome of the holiday postcard and give ideas for improvement	Making a decorative cushion cover using a range of decorative techniques based on the theme of ‘Food' Skills learnt include: To incorporate each assessment objective into designs Cutting out fabric accurately Construction of cushion using the sewing machine Appliqué Free machining Reverse applique Hand embroidery Mono printing Decorative components Hand embroidery stitches, cross stitch, whipping running stitch and chain stitch Key objectives of this unit are: Recap from year 7 how to set up and use the sewing machine safely Take a set of photographs which link to the theme of ‘food’. Create patterns and templates and understand basic pattern markings Be able to cut out the main fabric of a cushion using a paper pattern Learning how to sew a corner and how to sew curves Develop an awareness of the importance of quality control and know how to use a production plan correctly Use bond-a-web for the technique of appliqué Experiment with the technique of free machining	Making a ‘Natural World’ inspired wall hanging using a range of decorative techniques, influenced by the work of Cas Holmes Skills learnt include: Designing to meet specific design criteria Revisiting all the techniques in Year 8 and building on these skills Sublimation printing Stencilling (fabric paints & crayons) Fabric manipulation using the heat press Hand embroidery stitches, including bullion knots, cross-stitch and lazy daisy Key objectives of this unit are: Research the work of Cas Holmes and identify techniques she uses. Learn how to use the heat press safely and create further decorative techniques using the equipment. Know how to create stencils from freezer paper and use them to create high-quality samples Learn the technique of sublimation printing and how this could be used on wall hanging Further develop hand embroidery and machine embroidery skills in mixed media piece Complete a final wall hanging based on the final design. Evaluate the final outcome and peer assess each other to suggest what went well and how you can improve

Year 7

Year 8

Year 9

Making a holiday postcard inspired by the Textiles' artist Louise O’Hara

Skills learnt include:

To incorporate each assessment objective into designs
Safety in the Textiles room
Researching the work of Louise O’Hara and using and developing her techniques
Making holiday postcard in fabric
Setting up and using the sewing machine
Hand embroidery
Collage techniques
Use of decorative components

Key objectives of this unit are:

Know the different parts of the sewing machine and to be able to set it up and use it confidently for straight stitch
Experiment with hand embroidery skills, learning running stitch, back-stitch and blanket stitch and understand these could be used in the final make
Understanding the importance of initial design ideas
Use peer evaluation to help focus on the final design idea and get further inspiration
Follow the final design to make a successful holiday postcard using collage and hand stitching
Evaluate the outcome of the holiday postcard and give ideas for improvement

Making a decorative cushion cover using a range of decorative techniques based on the theme of ‘Food'

Skills learnt include:

To incorporate each assessment objective into designs
Cutting out fabric accurately
Construction of cushion using the sewing machine
Appliqué
Free machining
Reverse applique
Hand embroidery
Mono printing
Decorative components
Hand embroidery stitches, cross stitch, whipping running stitch and chain stitch

Key objectives of this unit are:

Recap from year 7 how to set up and use the sewing machine safely
Take a set of photographs which link to the theme of ‘food’.
Create patterns and templates and understand basic pattern markings
Be able to cut out the main fabric of a cushion using a paper pattern
Learning how to sew a corner and how to sew curves
Develop an awareness of the importance of quality control and know how to use a production plan correctly
Use bond-a-web for the technique of appliqué
Experiment with the technique of free machining

Making a ‘Natural World’ inspired wall hanging using a range of decorative techniques, influenced by the work of Cas Holmes

Skills learnt include:

Designing to meet specific design criteria
Revisiting all the techniques in Year 8 and building on these skills
Sublimation printing
Stencilling (fabric paints & crayons)
Fabric manipulation using the heat press
Hand embroidery stitches, including bullion knots, cross-stitch and lazy daisy

Key objectives of this unit are:

Research the work of Cas Holmes and identify techniques she uses.
Learn how to use the heat press safely and create further decorative techniques using the equipment.
Know how to create stencils from freezer paper and use them to create high-quality samples
Learn the technique of sublimation printing and how this could be used on wall hanging
Further develop hand embroidery and machine embroidery skills in mixed media piece
Complete a final wall hanging based on the final design.
Evaluate the final outcome and peer assess each other to suggest what went well and how you can improve

Learning Journey

Year 7 attainment descriptors

In Year 7, we split attainment into 4 areas, as illustrated in the tables.

Working Towards

AO1 – Research and develop ideas	AO2 – Media experimentation	AO3 – Observe and record	AO4 - Final piece and response
I can show some good analysis of others' work, identifying relevant facts and expressing my own opinion. I can present my write-up creatively and include a wide selection of examples of their work. Create a good response piece that relates to the textile artists style, media and techniques.	I can experiment with a wide range of decorative techniques, media and components. I can evaluate work and revisit pieces to make improvements. I can develop the style of textile artists' work into my own interpretations.	Recordings are emerging creatively through experimentation of both pencil and stitch media. Tone and texture forming through recordings. Through media experimentation, tonal variation is a good standard.	My final outcome links to theme very effectively and creatively. My final outcome shows good technical ability and originality. I can show connections with the work of others in my outcome.

Working At

AO1 – Research and develop ideas	AO2 – Media experimentation	AO3 – Observe and record	AO4 - Final piece and response
I can show reasonable understanding and analysis of others' work. I can begin to present my write-up creatively and include a selection of examples of their work. Produce a basic response using a limited range of techniques relating to textile artists.	I can select the appropriate technique to use for my work. I can make improvements to pieces. I can experiment with a few decorative techniques.	Beginning to develop recordings using pencil from both observations and photographs. Can take a very effective set of photographs which support theme and are creative. Using line to record first-hand observations and ideas.	I have used and incorporated a range of media and techniques into the final piece. I have finished my final piece and it shows originality. I have made links in my final piece with research/textile artists' style.

Working Beyond

AO1 – Research and develop ideas	AO2 – Media experimentation	AO3 – Observe and record	AO4 - Final piece and response
I can show some limited evidence of understanding or analysis of others' work. I can select a few examples of their work to research. I can produce a simple response to others' work that may relate to my theme.	I have done some experiments with media and techniques. This may be very limited. Techniques used basically. I considered safety at all stages of making.	I can copy from a photograph with emerging shape and form. This may be traced. I can take a photo to support work. Based on the theme of the project.	My final outcome is completed and represents a basic level of making and finishing skills. I have used some techniques in my piece. My final outcome links to the theme.

Year 8 attainment descriptors

In Year 8, we split attainment into 4 areas, as illustrated in the tables.

Working Towards

AO1 – Research and develop ideas	AO2 – Media experimentation	AO3 – Observe and record	AO4 - Final piece and response
I can show some limited evidence of understanding or analysis of others' work. I can select a few examples of their work to research. I can produce a simple response to others' work that may relate to my theme.	I have done some experiments with media and techniques. This may be very limited. Techniques used basically. I considered safety at all stages of making.	I can copy from a photograph with emerging shape and form. This may be traced. I can take a photo to support work. Based on the theme of the project.	My final outcome is completed and represents a basic level of making and finishing skills. I have used some techniques in my piece. My final outcome links to the theme.

Working At

AO1 – Research and develop ideas	AO2 – Media experimentation	AO3 – Observe and record	AO4 - Final piece and response
I can show reasonable understanding and analysis of others' work. I can begin to present my write-up creatively and include a selection of examples of their work. Produce a basic response using a limited range of techniques relating to textile artists.	I can select the appropriate technique to use for my work. I can make improvements to pieces. I can experiment with a few decorative techniques.	Beginning to develop recordings using pencil from both observations and photographs. Can take a very effective set of photographs which support theme and are creative. Using line to record first-hand observations and ideas.	I have used and incorporated a range of media and techniques to final piece. I have finished my final piece and it shows originality. I have made links in my final piece with research/textile artists' style.

Working Beyond

AO1 – Research and develop ideas	AO2 – Media experimentation	AO3 – Observe and record	AO4 - Final piece and response
I can show some good analysis of others' work, identifying relevant facts and expressing my own opinion. I can present my write-up creatively and include a wide selection of examples of their work. Create a good response piece that relates to textile artists' style, media and techniques.	I can experiment with a wide range of decorative techniques, media and components. I can evaluate work and revisit pieces to make improvements. I can develop the style of textile artists' work into my own interpretations.	Recordings are emerging creatively through experimentation of both pencil and stitch media. Tone and texture forming through recordings. Through media experimentation, tonal variation is a good standard.	My final outcome links to the theme very effectively and creatively. My final outcome shows good technical ability and originality. I can show connections with the work of others in my outcome.

Year 9 attainment descriptors

In Year 9, we split attainment into 4 areas, as illustrated in the tables.

Working Towards

AO1 – Research and develop ideas	AO2 – Media experimentation	AO3 – Observe and record	AO4 - Final piece and response
I can show some good analysis of others' work, identifying relevant facts and expressing my own opinion. I can present my write-up creatively and include a wide selection of examples of their work. Create a good response piece that relates to textile artists' style, media and techniques.	I can experiment with a wide range of decorative techniques, media and components. I can evaluate work and revisit pieces to make improvements. I can develop the style of textile artists' work into my own interpretations.	Recordings are emerging creatively through experimentation of both pencil and stitch media. Tone and texture forming through recordings. Through media experimentation, tonal variation is a good standard.	My final outcome links to the theme very effectively and creatively. My final outcome shows good technical ability and originality. I can show connections with the work of others in my outcome.

Working At

AO1 – Research and develop ideas	AO2 – Media experimentation	AO3 – Observe and record	AO4 - Final piece and response
I can show very detailed analysis of others' work which relates to my own theme and identify some of their techniques. I can present my write-up very creatively, linking it to the textile artist visually and connecting their work to my own. Develop a response piece that connects to their work and my theme.	Confident ability to refine work driven by experiments with techniques, media and components. I can experiment with a wide range of decorative techniques which are appropriate to personal intentions. I evaluate and make improvements to work.	I observe carefully and research effectively using both media of pencil and stitch. Emerging realism and depth forming in recordings.	My final outcome is risk-taking, creative and refined. My final piece incorporates a range of media and techniques. I can make connections between research and experimentation in my final piece. Clearly links to theme.

Working Beyond

AO1 - Research and develop ideas	AO2 - Media experimentation	AO3 - Observe and record	AO4 - Final piece and response
I show the ability to produce an in-depth and highly relevant analysis of a textile artist's work. Identifying techniques, style, meaning behind their pieces. The presentation of the write-up is highly creative and links to the style of the textile artist and theme. The response piece is highly innovative. Uses the style and techniques of a textile artist. Relates to your own theme.	Very confident ability to refine work driven by experiments of techniques, media and components. Detailed experimentation of process linking to the theme, observations and research. Development of experimentation linking to textile artist style.	Observe very carefully and research very effectively, using both media of pencil and stitch linking clearly to the theme. I show depth, realism, tone and form in my recordings.	My final outcome incorporates a wide range of media and techniques which I have explained confidently and creatively. My final outcome is technically exceptional. I make extensive connections between research experimentation and recordings in my final piece. My final outcome links to theme clearly.

Key Stage 4 (Years 10-11) course implementation, learning journey & assessment info.

Course content

Year 10	Year 11
Students produce NEA work which makes up 60% of their final GCSE grade. The other 40% is made up of an externally set assignment. Intro project on Natural and Human to establish students' strengths. This explores a range of assessment objectives and media. During Year 10, students will work on the project ‘Weathered’, by exploring and interpreting ideas through the media of textiles and by exploring a wide range of decorative techniques. The project begins by investigating, using observations, photographs, sketches and drawings, and practical sample experimentation work. Students would need to look at relevant fashion designers and textile artists to inform creative decisions and designs, before leading to them creating a final piece. Exam board: Edexcel Project Objectives and Assessment Objectives: A01 Develop ideas through investigations, demonstrating critical understanding of sources A02 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes A03 Record ideas, observations and insights relevant to intentions as work progresses A04 Present a personal and meaningful response that realises intentions and demonstrates understanding or visual language	Students will continue to work on NEA’. They will explore the techniques of print, dye, fabric manipulation etc to build up a portfolio. They will have to use photographs and observational sketches as a starting point in order to explore and interpret the initial concept leading to a final piece. Students will also be required to complete an Externally Set Assignment, developing ideas and designs on a theme set by the exam board, culminating in a 10-hour timed practical exam. Within all projects across the 2 years, students will learn about: Fabric selection for specific suitability from natural to synthetic fabrics Dyeing methods – ombre, tie-dye, batik, rust, marble, glue Printing methods – block, stencil, sublimation, mono CAD/CAM embroidery, lino Fabric manipulation techniques – gathers, pleats and tucks Decorative techniques including, applique, reverse applique, free machine embroidery, quilting, hand embroidery, couching, heat gun, dissolvable fabric, felting, slashing etc.

Year 10

Year 11

Students produce NEA work which makes up 60% of their final GCSE grade. The other 40% is made up of an externally set assignment.

Intro project on Natural and Human to establish students' strengths. This explores a range of assessment objectives and media.

During Year 10, students will work on the project ‘Weathered’, by exploring and interpreting ideas through the media of textiles and by exploring a wide range of decorative techniques. The project begins by investigating, using observations, photographs, sketches and drawings, and practical sample experimentation work. Students would need to look at relevant fashion designers and textile artists to inform creative decisions and designs, before leading to them creating a final piece.

Exam board: Edexcel

Project Objectives and Assessment Objectives:

A01 Develop ideas through investigations, demonstrating critical understanding of sources

A02 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

A03 Record ideas, observations and insights relevant to intentions as work progresses

A04 Present a personal and meaningful response that realises intentions and demonstrates understanding or visual language

Students will continue to work on NEA’. They will explore the techniques of print, dye, fabric manipulation etc to build up a portfolio. They will have to use photographs and observational sketches as a starting point in order to explore and interpret the initial concept leading to a final piece. Students will also be required to complete an Externally Set Assignment, developing ideas and designs on a theme set by the exam board, culminating in a 10-hour timed practical exam.

Within all projects across the 2 years, students will learn about:

Fabric selection for specific suitability from natural to synthetic fabrics
Dyeing methods – ombre, tie-dye, batik, rust, marble, glue
Printing methods – block, stencil, sublimation, mono
CAD/CAM embroidery, lino
Fabric manipulation techniques – gathers, pleats and tucks
Decorative techniques including, applique, reverse applique, free machine embroidery, quilting, hand embroidery, couching, heat gun, dissolvable fabric, felting, slashing etc.

Learning journey

This link takes you to the Edexcel specification for Textiles, which contains all the necessary course information. Assessments take place throughout the 2 years of the course, in addition to Year 10 exams and mocks in the spring term of Year 11.

How will I be assessed?

Component 1 60%	Component 2 40%
Students undertaking Art, Craft and Design must create work associated with areas of study chosen from at least two of the endorsed titles. Students undertaking one of the endorsed titles must create work associated with at least one area of study for that title. Students create a personal portfolio of work that demonstrates the knowledge, understanding and skills on page 7. Centres are free to devise any theme(s), project(s) or task(s) appropriate to their students and resources. They may each have a separate focus or be interconnected. This component allows students opportunities to: develop and explore ideas research primary and contextual sources experiment with media, materials, techniques and processes present personal response(s) to theme(s) set by the centre. The proportion of the 120 guided learning hours spent on this component should reflect its 60% weighting. Assessment overview Students’ work must comprise supporting studies and personal response(s). Students’ work must show evidence of all four Assessment Objectives. All work is internally set and is internally marked using the assessment grid on pages 32 and 33 and internally standardised. A sample of work is externally moderated by a visiting moderator. All marks must be submitted before moderation.	The Externally Set Assignment (ESA) represents the culmination of the GCSE course as it draws together all the knowledge, understanding and skills developed in Component 1. Students must continue to work in the same title as they did for the Personal Portfolio. Art, Craft and Design students are required to create work associated with at least one area of study for this component. Students must present personal response(s) to an externally set broad-based thematic starting point, set by Pearson in the ESA paper. This component allows students opportunities to: develop and explore ideas research primary and contextual sources experiment with media, materials, techniques and processes present personal response(s) to the externally-set theme. Assessment overview The ESA paper will be released on 2 January each year and may be given to students as soon as it is released. Centres are free to devise their own preparatory period of study prior to the start of the 10-hour sustained focus period. The 10-hour sustained focus period under examination conditions may take place over multiple sessions (a maximum of four within three consecutive weeks). Students’ work must comprise preparatory studies and personal response(s). Preparatory studies will comprise a portfolio of development work based on the ESA broad-based thematic starting point. During the 10-hour period of sustained focus under examination conditions, students will work unaided to produce personal response(s), with reference to their preparatory studies, in response to the ESA broad-based thematic starting point. Students’ work must show evidence of all four Assessment Objectives. All work is internally marked using the assessment grid on pages 32 and 33 and internally standardised. A sample of work is externally moderated by a visiting moderator. All marks must be submitted before moderation.

Component 1 60%

Component 2 40%

Students undertaking Art, Craft and Design must create work associated with areas of study chosen from at least two of the endorsed titles. Students undertaking one of the endorsed titles must create work associated with at least one area of study for that title.

Students create a personal portfolio of work that demonstrates the knowledge, understanding and skills on page 7.

Centres are free to devise any theme(s), project(s) or task(s) appropriate to their students and resources. They may each have a separate focus or be interconnected.

This component allows students opportunities to:

develop and explore ideas
research primary and contextual sources
experiment with media, materials, techniques and processes
present personal response(s) to theme(s) set by the centre.

The proportion of the 120 guided learning hours spent on this component should reflect its 60% weighting.

Assessment overview

Students’ work must comprise supporting studies and personal response(s).
Students’ work must show evidence of all four Assessment Objectives.
All work is internally set and is internally marked using the assessment grid on pages 32 and 33 and internally standardised.
A sample of work is externally moderated by a visiting moderator.
All marks must be submitted before moderation.

The Externally Set Assignment (ESA) represents the culmination of the GCSE course as it draws together all the knowledge, understanding and skills developed in Component 1.

Students must continue to work in the same title as they did for the Personal Portfolio.

Art, Craft and Design students are required to create work associated with at least one area of study for this component.

Students must present personal response(s) to an externally set broad-based thematic starting point, set by Pearson in the ESA paper.

This component allows students opportunities to:

develop and explore ideas
research primary and contextual sources
experiment with media, materials, techniques and processes
present personal response(s) to the externally-set theme.

Assessment overview

The ESA paper will be released on 2 January each year and may be given to students as soon as it is released.
Centres are free to devise their own preparatory period of study prior to the start of the 10-hour sustained focus period.
The 10-hour sustained focus period under examination conditions may take place over multiple sessions (a maximum of four within three consecutive weeks).
Students’ work must comprise preparatory studies and personal response(s).
Preparatory studies will comprise a portfolio of development work based on the ESA broad-based thematic starting point.
During the 10-hour period of sustained focus under examination conditions, students will work unaided to produce personal response(s), with reference to their preparatory studies, in response to the ESA broad-based thematic starting point.
Students’ work must show evidence of all four Assessment Objectives.
All work is internally marked using the assessment grid on pages 32 and 33 and internally standardised.
A sample of work is externally moderated by a visiting moderator.
All marks must be submitted before moderation.

Subject impact

Key Stage 3

Assessment

Key Stage 3 is marked in line with the four assessment objectives: research; media experimentation; observing and recordings; and final piece. Work is assessed regularly throughout the projects, providing students with both a grade and written feedback. We also use effort stickers to enable students to see how hard they are working. Students are given opportunities to self-reflect and give their own targets based on marking, and there are opportunities throughout the project for peer assessment. During practical lessons, students are encouraged to show work to each other, enabling them to offer advice and use ideas of others in their own development, which prepares them for Key Stage 4.

Knowledge and skills

Each project at Key Stage 3 provides opportunities for students to build up skills and confidence on the different pieces of textiles equipment. We have developed clear links between schemes of work from Year 7 through to Year 9 that see the development of practical skills. Students become familiar with the sewing machine, and in Year 7 they learn the different parts, how to thread up and how to use it. This is then developed in Year 8 and Year 9, with students using sewing machines to build up decorative skills. In each skill lesson, to support students' learning, teacher demonstrations are presented, allowing students opportunities to recap learning.

By the end of Year 7, decorative skills learnt are:

Collage
Hand embroidery (running stitch, back stitch and blanket stitch)
Component embellishment

By the end of Year 8, decorative skills learnt are:

Applique
- Mono printing
- Free machine embroidery
- Reverse applique
- Hand embroidery (cross stitch, stem stitch and whipped running stitch)

By the end of Year 9, decorative skills learnt are:

Stencil printing
Sublimation printing
Fabric manipulation techniques

By the time students are in Year 9, they have such a wide range of knowledge and practical skills across all areas of textiles that they can use any of the skills from previous years on their final piece. This allows students to finish Key Stage 3 with the ability to produce challenging, refined and meaningful final pieces and prepares them for Key Stage 4.

Key Stage 4

Assessment

At Key Stage 4, students are assessed throughout their Non-Examination Assessment work. They are assessed in line with the GCSE specification, focusing on the four assessment areas. Sketchbook work is checked and feedback offered both verbally and written. Verbal feedback can be done as one-to-one tutorials but also as a whole class discussion.

Teacher targets are given regularly and students given opportunities to set their own targets. Students are given opportunities to address their targets in each lesson and time is built into the curriculum to allow for this. Peer assessment is built into lessons to encourage sharing of ideas and work.

Knowledge and skills

At GCSE students use all the knowledge and skills developed across Key Stage 3 to create and incorporate into their NEA projects. They will learn the importance of research into textiles artists and fashion designers to inspire the development of ideas and skills. Using their bank of practical skills learnt at Key Stage 3 they are able to create responses in the style of their chosen artists and designers, while building up further more challenging decorative skills such as:

Sublimation printing
Marble dying, glue dying and rust dying
Free machine embroidery into more risk-taking materials, such as, dissolvable fabric, glue, mesh wire.
Felting
Heat press fabric manipulation
CAD/CAM embroidery

They will understand that using a variety of media, materials and techniques can be used in relation to their own creative intentions and chosen area of study. Accumulating with a meaningful, risk-taking and challenging final piece.

Feedback in Textiles lessons

This chart explains the types of feedback that students can expect to receive for work done in geography lessons/at home.

Activity	Types of feedback
Assessments	In Textiles, you are assessed against 4 assessment objectives. We use these at Key Stage 3 and Key Stage 4. A01 – Develop ideas through investigations, demonstrating critical understanding of sources. A02 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes A03 – Record ideas, observations and insights relevant to intentions as work progresses A04 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language At Key Stage 4 students are offered feedback on all the assessment objectives. During Key Stage 3 students are offered feedback on 3 of the 4 areas during the 13-week rotation.
Whole class feedback	After handing back marked work in the form of written feedback, there can be teacher feedback to the whole class on what has been completed well and what could be a focus for next time.
Self reflection	In Key Stage 3 booklets and Key Stage 4 assessment and target sheets, there are opportunities to evaluate work often and areas to reflect on teacher feedback to see what has gone well and how you can improve.
Peer reflections	During reflection work, there are written opportunities to peer assess each other's work. There are also times when practical work is displayed to all and students verbal feedback from each other and teacher is given.
Teacher comment	Written feedback is provided regularly at the end of a body of work at both Key Stage 3 and Key Stage 4. During Key Stage 4 lessons there are also one-to-one tutorials where teacher feedback is provided verbally.

School values in Textiles

Boundless Aspiration	Curious Engagement	Resilient Bravery	Selfless Generosity
Try very hard in both practical and theory lessons Plan your HW time by ensuring you can use the time effectively with managing practical work Evaluate your and others’ work effectively and constructively	Ensure you are asking and answering questions in lessons Join in with class activities and contribute to class discussions Experiment with a range of decorative techniques	Work through challenges and mistakes to produce a piece you are proud of Try out new decorative techniques on final pieces. Don’t be scared to use the sewing machine and include machine techniques in your work Change your mindset – ‘I can’t do it’– ‘I can’t do it YET’	Work safely in textiles Clear up at the end of lessons and support each other in doing this in the time given Support each other in lessons with practical work, offering guidance, support and feedback

Boundless Aspiration

Curious Engagement

Resilient Bravery

Selfless Generosity

Try very hard in both practical and theory lessons

Plan your HW time by ensuring you can use the time effectively with managing practical work
Evaluate your and others’ work effectively and constructively

Ensure you are asking and answering questions in lessons
Join in with class activities and contribute to class discussions
Experiment with a range of decorative techniques

Work through challenges and mistakes to produce a piece you are proud of
Try out new decorative techniques on final pieces.
Don’t be scared to use the sewing machine and include machine techniques in your work
Change your mindset – ‘I can’t do it’– ‘I can’t do it YET’

Work safely in textiles
Clear up at the end of lessons and support each other in doing this in the time given
Support each other in lessons with practical work, offering guidance, support and feedback

Student work

Examples of Key Stage 3 student work

Examples of Key Stage 4 student work

Aylesbury High School

Textiles

Student resources

Extension work & wider reading at Key Stage 3 (Years 7-9)

Extension work & wider reading at Key Stage 4 (Years 10-11)

Subject intent

Key Stage 3 (Years 7-9) course implementation, learning journey & attainment.

Course content

Learning Journey

Year 7 attainment descriptors

Working Towards

Working At

Working Beyond

Year 8 attainment descriptors

Working Towards

Working At

Working Beyond

Year 9 attainment descriptors

Working Towards

Working At

Working Beyond

Key Stage 4 (Years 10-11) course implementation, learning journey & assessment info.

Course content

Learning journey

Subject impact

Feedback in Textiles lessons

School values in Textiles

Student work

Aylesbury High School

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