Year 10 Textiles – Fidget Blanket
Topic: ‘The needs to the elderly’
Year Group: Year 10
Focus: 1. Context analysis and research skills
- Designing skills
- Manufacturing skills
- Decorative techniques and finishes
- Working with different materials
What we will be learning
- Students will design and make a product linked to the context of ‘The needs of the elderly’, taking into account the wants and needs of the user.
- They will learn how to analyse a context and make decisions to write a design specification.
- Students will select their own client and gather relevant research to aid their design thinking.
- This project also develops their manufacturing skills. They will cut their own materials having drafted their own paper patterns. They will understand the importance of the grain line in fabric when cutting and the importance of a pattern lay to minimise waste.
- Students will learn how to manufacture a patch pocket, insert zip, bias binding, eyelets and lacing.
- Students will learn how to handle more complex materials and finishes.
Why is this important? Where does this link to future/past learning?
- This project develops key analysis skills that are needed for the GCSE NEA and allows students to consider real life needs.
- It also brings together all of the core manufacturing skills taught since Year 7 and students get the opportunity to develop these specialist skills by learning new techniques and finishes. They will develop greater understanding of drafting their own patterns from their own designs and the importance of accuracy when forming fabrics together
How will this topic be assessed? Formative and summative
- Formative assessment and feedback happen each lesson through teacher questioning and advice on work in progress and completed. Students also have broad targets in their sketchbook that act as a scaffold for them to reflect on their work and generate their own personalised action plan for improvement in their learning. These targets are linked to “DIRT” activities aimed at building independence and metacognitive skills within the students.
- Students design and manufacturing skills will be assessed through comparative judgement and rank order of projects which accounts for 50% of the student’s overall mark for term 2.
What make a strong piece of work in this topic, and what can I do to stretch myself in this topic?
- A strong piece of work is creative, unique and uses a variety of processes and techniques that have been carefully chosen to meet the users need.
- The final piece is manufactured very accurately and finished to a high standard using appropriate finishes.
- In order to stretch themselves in this project students should ask lots of questions about how their research can be improved, what techniques they could use, and work to be as independent as possible in trying to find that unique and special solution.
