Textile Design

Ethos and Aims

The Art Department is a hub of creativity and takes pride in its reputation for providing art education to the highest of standards. We have a dedicated team of specialist art teachers and technical support staff whose expertise creates a dynamic and productive atmosphere. In the department every student is encouraged to reach their creative potential, and exam performance in recent years has been very high. Students’ work is on display within the Department, whilst ensuring that exam protocols regarding live work are adhered to. We aim to celebrate student work a range of exhibitions, including through the Rotary Competition and exhibitions, the links with the Bewdley Town Council and in-house exhibition style events to showcase our students’ talents and achievements throughout the school year.

In order to provide pupils with an art education that equips students with the necessary skills for employment in today’s creative industries we have opportunities for students to develop digital art, photography and graphics across the school.

We believe that ‘The Arts’ raise the human condition and enrich personal experience. They contribute to the physical and spiritual well-being of the individual; provide a sense of identity and stretch students’ intellectual ability and emotional response. They encourage students to become more flexible, open minded and creative thinkers, providing students with a rich language for communicating ideas, thoughts, and feelings. They aid comprehension of the environment, increasing personal aesthetics and the ability to see the world and workplace from a more global perspective.

Art is about helping children discover talents they never knew they had, reaching standards they had not imagined, developing creativity in a world that values original thought above so much else. It is about securing qualifications that open doors in an a creative climate for life chances but it is also about developing the whole person, their understanding of who they are, how much there is to appreciate in our beautiful world and to develop empathy and appreciation of others. Art is about encouraging students do their best and be their best.

Staffing

Mrs J Lord – Head of Art

Ms A Southall – Art & Textiles Teacher

Miss A Dipple – Art Teacher

Mr S Beckett – Art Technician

Mrs A Parsons – Marketing Manager

Intent

We aim to develop the technical and intellectual skills needed to excel in the production and evaluation of The Arts. Our curriculum has been designed in order to support students to become independent, creative, imaginative learners by equipping them with both practical and theoretical skills that will allow them to express their ideas, thoughts and concepts visually.

We aim to develop students’ knowledge and ability in a broad range of practical skills using a large variety of media and processes. Thus, helping them identify their interests, successes, and skills, allowing students to reach their full creative potential and becoming independent artists. We aim to develop creativity, building students’ creative mindsets and ability to problem solve, communicating ideas and concepts visually.

We aim to provide a broad curriculum and wide range of creative art enrichment opportunities needed to challenge and inspire innovation, risk taking and enterprise. We recognise the importance of the spectrum of art disciplines and endeavour to offer our KS3 students experiences of wide range of areas in which they can then choose to specialise at KS4 and 5. We offer a curriculum that explicitly meets National Curriculum requirements at Key Stage 3 and links with exam board assessment criteria at Key Stage 4 & 5.

Our curriculum aims to provide courses which are relevant to the pupils’ experience and ability, promoting and fostering independence, developing visual literacy skills, whilst developing an awareness of art, craft and design throughout history and within other cultures. We aim to provide cultural opportunities for all, enabling learners to appreciate and contribute to local, national, international, and historical culture as informed citizens. Our curriculum aims to build students critical understanding of the context and meaning of artworks, developing appreciation and the ability to analyse and question appropriately. We aim to build students disciplinary and theoretical knowledge and understanding alongside and supporting the development of practical and creative skills.

The curriculum is designed using excellent subject knowledge, specifically linked to teachers’ specialisms initially in order to motivate and engage all pupils and provide equality of opportunity for all. Programmes of study are designed so that all pupils can make outstanding progress. We aim to celebrate the ‘achievements of all’, whilst aspiring to and appreciating professional standards of artistic excellence in relation further education and careers in The Arts.

The curriculum aims to teach from the top, offering a curriculum that promotes excellence, and encourages students to create ambitious outcomes, whilst supporting access for all, through adaptive teaching and a variety of pedagogical approaches. We aim to develop confidence and independence when making creative decisions. This is done through the sequencing of the curriculum, the building of practical skills and theoretical and disciplinary knowledge and delivering engaging and increasingly personal projects. We aim to develop creative mindset through developing higher order thinking skills, students’ ability to refine and improve work and through challenge.

Through our curriculum we aim to promote independence and resilience preparing students for lifelong learning. We aim to prepare students for the world of work, exploring the opportunities provided by new technologies in relation to extending curriculum opportunities and independent learning. We aim to provide pupils with an art education that equips learners with the necessary skills for employment in today’s creative industries. We want to incorporate digital art, photography, and graphics into the curriculum for all years. We recognise the plethora of pathways into the world of work in the creative industries, and aim to equip students with the skills and knowledge, and creative portfolios that they will need to successfully move into further education or the world of work.

Implementation

KEY STAGE 3:

Across years 7 & 8 we deliver motivating and exciting projects that work as part of a rotation system with D&T. Each project lasts for 8 weeks.

Year 7:

In Year 7 students will experience an 8-week Textile Design project focusing on pattern design, dying and printmaking skills.

Students will learn:

• How to use moodboards to inform their own ideas.

• How to research and analyse the work of artists to inform their own ideas.

• How to experiment with pattern creation and printing and dying techniques.

• How to create a detailed, creative and original safari repeat pattern print for a tote bag.

Year 8:

In Year 8 students will experience an 8-week Textile Jewellery Design project focusing on design, construction, fine motor skills, sewing, beading, foiling, embossing and embroidery.

Students will learn:

· How to use mood-boards to inform their own ideas.

· How to research and analyse the work of artists to inform their own ideas.

· How to experiment with jewels, beading and foiling techniques in order to learn how to construct a pendent or brooch.

· How to create a creative, complex and original piece of jewellery informed by both ancient and contemporary Egyptian jewellery design.

Year 9:

At the end of year 8, students’ select a number of creative options to offer them a taster for future curriculum choices from year 10. At the end of year 9, students are able to select GCSE Fine Art or Textile Design as an option. The curriculum is therefore designed so students experience working with a variety new processes and techniques and considering new contexts whilst developing on their

experiences in Year 7 and 8, however projects promote and encourage increased personalisation and independence throughout the year. Projects follow GCSE formats, allowing students to make informed choices and prepare them for year 10.

Year 9 is a foundation year preparing students for their GCSE course in Textile Design. Students experience a mini-GCSE projects from personalised starting points.

Project 1: Students begin with researching the work of Sophie Standing and contemporary Applique and Embroidery techniques, learning to analyse work and use this to inform their ideas alongside developing their observational drawing skills. They then learn and experiment with a range of textile techniques (Brusho, tie dye, applique, sewing techniques, embroidery) and use these to develop creative design ideas. Projects culminate in the development of a final applique outcome.

Project 2: Students begin with researching the work of Marcia Baldwin and batik work, learning to analyse work and use this to inform their ideas, alongside further developing their Observational drawing skills. They then learn and experiment with batik techniques, considering mark making, layering, and colour theory and use this knowledge to develop creative design ideas. This project culminates in the development of a final batik outcome.

Throughout both projects students’ study and learn about the Formal elements of art and how manipulate them creatively in order to convey ideas and emotions. They will look at and experiment with TONE, LINE, FORM, COLOUR, PATTERN, TEXTURE, PROPORTION, PERSPECTIVE, MOVEMENT, SPACE AND COMPOSITION.

KEY STAGE 4:

At Key Stage 4 the department offers GCSE courses in ‘Fine Art and ‘Textile Design’. (EDEXCEL)

Over the 2-year course, learners produce one extended coursework project that will make up 60% of their overall grade and in the February of Year 11 learners begin an 8-week exam project, culminating in a 10-hour exam. This exam project makes up 40% of their overall grade.

The extended coursework project enables learners to develop personal artwork, working progressively with more confidence and independence from a given starting point or theme.

Personal Portfolio:

In GCSE Textile Design the extended project begins with learners exploring the basic formal elements of art alongside a wide range of textile techniques. They develop observational drawings based on a focus of their choice and produce detailed research into the work of their chosen artists or fashion designers in order to inform their ideas. Learner’s experiment with a wide range of ideas and textile techniques. Learners are encouraged to work in a more independent manner, developing personalised coursework, and making decisions about the selection and use of materials.

During the Autumn term of year 11 learners conclude their extended personal projects. They focus on consolidating portfolios and designing personal meaningful and emotive final outcomes. This project makes up 60% of their overall grade.

Techniques and media learners may experience include:

Appliqué, batik, reverse applique, layered printing techniques, monoprinting, stencilling, felt making, couching, machine work, embroidery, bondaweb, weaving, fashion design, mixed media, dying processes, Adobe Photoshop, sublimation printing as well as a variety of Fine Art media.

EXTERNALLT SET ASSIGNMENT:

The Externally Set Assignment (ESA) represents the culmination of the GCSE course as it draws together all the knowledge, understanding and skills developed in the Personal Portfolio project. Students must present personal responses to an externally set broad-based thematic starting point, set by Edexcel in the ESA paper which is released on 2nd January each year. Students must produce a preparatory portfolio covering contextual research, observational drawing and experimentation with media, materials, techniques of their choice and ideas culminating in the creation of final pieces during a 10-hour sustained focus period under examination conditions.

KEY STAGE 5:

At Key Stage 5 we offer Art A Levels in Fine Art and Textile Design (OCR)

With a view to offering Photography again in the future when suitable for our cohort.

Personal Investigation:

During our A Level Textile Design course students will develop independent thematic projects based around a variety of starting points such as Sanctuary, Environments, The Self, Abstract and Conceptual Art and Still Life. Students develop themes that interest them and allow for sustained focus.

At A Level, students begin with a series of workshops in order to develop knowledge, understanding, skill, creativity and the ability to consider textiles in a conceptual manner. Students then develop independent portfolios of work working through the creative process from Records of Observation (DRAWINGS, PHOTOGRAPHS), ARTIST RESEARCH, EXPERIMENTATION, IDEA DEVELOPMENT and DESIGNING to the creation of a FINAL OUTCOME.

Workshops and media taught is led by student interest, facilities and project possibilities.

EXTERNALLY SET TASK:

In the February of Year 13 learners begin an Externally Set Task. Students will develop a second portfolio of work based on a choice of thematic starting points set by the exam board; they will choose a focus, carry out contextual research, make records of observations in the form of photographs and drawings, experiment with media and ideas in order to create focused and informed design ideas; producing their final piece in a 15-hour exam. This exam project makes up 40% of their overall grade.

Impact:

At the Bewdley School we want to support students in discovering new talents, progressing to standards they hadn’t imagined and to have challenged students’ creativity and imagination that they can continue to use in the arts or apply to other curriculum areas. We hope to broaden students’ mindsets, using challenge to heighten students’ ambition.

KS3 progression, KS4 and KS5 Exam results:

Examination results at KS4 and KS5 are consistently good. With 100% of students achieving 9-3 at GCSE in 2024 and 100% of students achieving A*- B at KS5.

Assessment of students’ progress in Textile Design and the impact of our curriculum is monitored through ongoing assessment of students’ knowledge, understanding and skills by the class teacher, throughout lessons. This assessment is then used to inform differentiation, support and challenge students in following lessons. Our curriculum is fluid and we react to students likes, engagement and misconceptions when progressing projects.

At KS3 we regularly monitor students’ progress, putting in interventions if students are not demonstrating good levels of progression. Teachers monitor this using this assessment to deal with misconceptions or revisit any areas where skills are not at the desired levels.

At KS4 and 5 regular personal tutorials, verbal and written feedback in personalised marking moments, department assessment points, moderation and standardisation meetings help track students’ progression and the impact of the curriculum allowing us to develop lessons, and interventions to support the progression of our students. As our KS4 and 5 curriculum is so personalised to learners this allows our curriculum to be fluid, allowing us to change plans, reacting to and pre-empt issues. This means our students are best supported individually.

At all levels Formative Summative assessments take place throughout the year and teachers record the progress and attainment against expectations. At all levels these assessment and feedback supports students in the development and refinement of their work.

Department meetings are planned to discuss progress and inform project developments, plan for heightened engagement and outcomes.

Regular department meeting across the year will monitor the impact of our curriculum.

Community impact:

Every year we plan and deliver Arts projects, some textile based, alongside community partners, e.g. Bewdley Rotary, Bewdley Town Council, affording students the opportunity to impact their local community, promoting community interaction and conveying social messaging. Some projects are annual others are in response to local issues or following live briefs. Students involved feel a great sense of achievement and a heightened involvement in with their local community.

KS3

At the end of Key Stage 3 students will have experienced the foundations of Textile Design that will allow them to study our subject at KS4 successfully. We hope that students are inspired and want to continue to study in the Art, but we do recognise that for some students continuing with Art or Textiles at KS4 won’t be appropriate but they will have been afforded a rich curriculum with a large range of experiences.

By the end of Key Stage 3 students will have:

· Developed their understanding of drawing and progressed in accuracy, tone, texture

· Experienced working in a range of media – 2D and 3D.

· Experienced designing, working to a brief and developing their creativity and imagination.

· Learnt about a range of artists across time and culture, developing an appreciation of arts.

· Developed an understanding of key art and textiles terminology and be able to offer verbal opinions and considered thoughts.

· Progressed in their ability to present contextual information and their opinions in written form.

· Developed their resilience and independence

· Presented a portfolio of work and developed an understanding of the flow of a project.

· Developed their knowledge, understanding and abilities in the application of the Formal elements of Art.

KS4

By the end of KS4 students will have experienced more processes and techniques and will have been afforded the opportunity to master technical skills. They will each develop 2 personal projects that focus on their own interests, fostering interest and excitement.

They will experience working increasingly independently, encouraged to develop work that is meaningful and visually competent, through lessons and critiques that challenge, developing their confidence and ambition. High aspirations support students to achieve highly.

Our KS4 curriculum is designed to be highly personalised and therefore SEND and PP students are afforded the support and motivation that they need to achieve in line with all other students.

All students develop 2 portfolios of work and final pieces that are professionally presented. Students often use these to support interviews for colleges in order to demonstrate skills and potential.

By the end of Key Stage 4 students will have:

· Developed their understanding of drawing in a variety of different media and progressed in accuracy, and appropriate use of the formal elements, whilst documenting their records of observation.

· Experienced working in a range of media – 2D, 3D and digital, across Fine Art and Textile Design, with the opportunity to master in skills in media most relevant to personalised projects and students preferred skill base.

· Experienced developing their ideas, over the course of their projects, through sustained and focused investigations informed by contextual research.

· Learnt about a range of artists and / or designers, chosen by students, developing an understanding of how and why artists developed work, how to analyse work, and how to apply this knowledge to enhance and heighten own ideas, developing their analytical and critical understanding.

· Developed an understanding of key art terminology and be able to offer verbal opinions and considered thoughts; learning to evaluate own work and use this to make refinements to heighten own work.

· Experienced experimenting with and selecting appropriate resources, media, materials, techniques and processes, appropriate to ideas whist reviewing and refining work as it develops.

· Learnt how to select research, observations and insights relevant to intentions, using these to develop ideas and designs, and demonstrate an ability to reflect on work and progress.

· Experienced designing, developing their creativity and imagination to realise intensions

· Learnt how to present a personal, informed and meaningful response demonstrating critical understanding, realising intentions making connections between research, experimentations and observations.

· Developed their resilience and independence

· Created and presented 2 portfolios of work.

· Been informed about post-16 progression and be well-prepared for pursuing possible A Level art & design courses at the Bewdley school or other Post-16 arts courses.

KS5

By the end of KS5 students will be independent learners with mastery in their chosen areas. They will build on their KS4 experience, mastering skills they loved or trying out new media. They will be challenged to create and curate their own exhibitions of work whilst developing 2 portfolios of work and final pieces. High expectations will heighten ambition pushing students to realise exciting, dynamic and meaningful final pieces.

Our KS5 curriculum is designed to be highly personalised, with regular personalised tutorials, critiques, and therefore SEND and PP students are afforded the support and motivation that they need to achieve in line with all other students.

All students’ portfolios of work and final pieces that are professionally presented, these are used to support interviews for universities and colleges in order to demonstrate skills and potential.

By the end of Key Stage 5 students will have:

· Further developed their understanding of drawing in a variety of different media and progressed in accuracy, and appropriate use of the formal elements, whilst documenting their records of observation.

· Further experienced working in a range of media – 2D, 3D and digital, across Fine Art and Textile Design, with the opportunity to master in skills in media most relevant to personalised projects and students preferred skill base.

· Experienced developing their ideas, over the course of their projects, through sustained and focused investigations informed by contextual research.

· Developed an understanding of key art terminology and be able to offer verbal opinions and considered thoughts; learning to evaluate own work and use this to make refinements to heighten own work.

· Experienced experimenting with and selecting appropriate resources, media, materials, techniques and processes, appropriate to ideas whist reviewing and refining work as it develops.

· Learnt how to select research, observations and insights relevant to intentions, using these to develop ideas and designs, and demonstrate an ability to reflect on work and progress.

· Experienced designing, developing their creativity and imagination to realise intensions

· Developed their resilience and independence

· Created and presented 2 portfolios of work.

· Been informed about progression in further and higher education and be well-prepared for pursuing a foundation course or year Zero in the arts, including textile and fashion design.