Year 9 Textiles – Safe Food Storage
Topic: Textiles: Insulated lunch bag with a lino print
Year Group: Year 9
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 ‘Safe Food Storage’.
- They will learn how to analyse a context and make decisions. Students will select their own client and gather relevant research to aid their design thinking.
- This project develops their manufacturing skills. They will cut their own material 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 lino print their own motif onto fabric, considering different methods of repeat to create their own printed fabric.
- Students will learn how to handle more complex materials to enhance the products functionality.
- Finally, students will begin to learn more complex seam finishes and adding fastenings to products.
Why is this important? Where does this link to future/past learning?
- This project stretches students manufacturing skills with them handling complex materials and working through manufacturing problems.
- Building on the decorative techniques learnt in Year 7 and Year 8, students now get the opportunity to design their own fabric. Using the lino cutters, they cut their own lino block and print onto fabric.
- This topic develops core skills which link to the GCSE curriculum.
How will this topic be assessed? Formative and summative
- Formative assessment and feedback happens 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.
- Summative assessment happens in two stages. Students manufacturing skills will be assessed through comparative judgement and rank order of projects which accounts for 50% of the overall mark.
- Students design skills will be assessed through comparative judgement and rank order of sketchbooks which accounts for 50% of overall mark.
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 in this project is a carefully and detailed lino print that has been printed to consider placement and careful measuring of the fabric.
- The final product has a quality of finish achieved. This will be because quality control checks were used successfully throughout all stages of manufacture.
- The student’s sketchbook displays a rich variety of creative potential solutions. It also clearly documents the design process with initial ideas refined to final outcomes.
- In order to stretch themselves in this project students should consider different solutions to the overall shape and style of the bag, different fastenings or the inclusion of a pocket or zip.
