What is our curriculum intent?
Vibrant and dynamic, this specification gives our teachers the freedom to teach GCSE Fashion & Textiles in ways that inspire and bring out the best in all our students, whilst equipping them with the skills to continue the subject with confidence at A-level and beyond.
How do we implement our curriculum?
In Component 1 and Component 2 students are required to work in one or more area(s) of fashion & textile design, such as those listed below:
- art textiles
- fashion design and illustration
- costume design
- construction/moulage
- printed and dyed textiles
- surface pattern
- stitched and/or embellished textiles
They may explore overlapping areas and combinations of areas.
The course comprises of a ‘portfolio’ selected from project work (component 1) and an ‘externally set assignment’ (component 2). The specification provides students with a range of creative, exciting and stimulating opportunities to develop and explore their personal interests in design. We explore the following elements in order to encourage the development of ideas relevant to fashion & textile design:
- how sources relate to cultural, social, historical, contemporary, environmental and creative contexts which might be determined or influenced by functional or non-functional considerations
- how ideas, feelings, forms, and purposes can generate responses that address personal needs or meet external requirements, such as client expectations and any associated constraints.
- figurative and non-figurative representations, stylisation, simplification, surface embellishment, constructional considerations and imaginative interpretation
- visual and tactile elements, such as colour, line, form, tone, texture, shape, pattern, composition, decoration, repetition, scale, structure and surface.
Skills, knowledge and understanding
Students must develop and apply the knowledge, understanding and skills specified in lessons to realise personal intentions relevant to textile design and their selected area(s) of study.
The following aspects of knowledge, understanding and skills are defined in further detail to ensure students’ work is clearly focused and relevant to fashion and textile design.
Within the context of fashion & textile design, students must demonstrate the ability to:
- use media and materials, as appropriate to communicate intentions (fashion illustrations) for example:
- developing drawing skills using pencil, inks, biro, fine liner etc.
- mixed media such as water colours with inks or fine liner
- digital imagery
- use fashion and textile techniques to realise their intentions (the making of a garment) by exploring and refining techniques such as:
- machine embroidery and creative stitching
- fabric manipulation
- construction methods
- printing
Component 1: Portfolio of Work
The portfolio must show a sustained project evidencing the journey from initial concept/theme to the realisation of intentions (final piece) and then a selection of further work undertaken during the student’s course of study.
The portfolio must include both:
- A sustained project developed in response to a subject, theme, task or brief. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study.
- A selection of further work resulting from activities such as trials and experiments; skills-based workshops, mini and/or foundation projects, responses to gallery, museum or site visits, independent study and evidence of the student’s specific role in any group work undertaken.
The work submitted for this component will be marked as a whole. Students should carefully select, organise and present their portfolio and must ensure that it provides evidence of meeting all four assessment objectives. They must identify and acknowledge sources which are not their own and provide evidence of drawing activity and written annotation
Component 2: externally set task non-exam assessment (NEA)
Students are required to create a personal response to an externally set brief, they can pick from a range of briefs and work to their strengths. They are expected to develop their own work informed by their preparatory studies, exploration and experimentation of media and development of their ideas.
Papers will be issued from January in the year of examination to give students unlimited preparation time. However, their final responses will be completed in 10 hours of supervised time.
How can students be supported through learning at home?
Independent study is an intrinsic part of the course and is an essential element for the portfolio unit. Students will need to spend time working on their sketchbook. Students will need to engage with all tasks set which may include illustration work, annotation, research or sourcing materials.
Extra study support is available weekly in designated textile rooms as an integral element of the intervention programme. The team facilitate opportunities for students to use the materials, facilities and gain support from their teachers in order to enhance, develop or complete component tasks.
How do we measure the impact of the course?
Assessment takes place throughout the course for both formative and summative purposes, in line with the AQA specification assessment objectives. Key pieces of work are assessed and grades/targets for improvement recorded on the teams assessment for learning record sheet. A mid-term assessment takes place throughout each coursework project enabling teachers and students to analyse progress against agreed GCSE targets.
Assessment has two strands
Component 1: Portfolio of work (96 marks) 60% of final mark
Component 2: Externally set task NEA (96 marks) 40% of final mark
Marked by the centre and then moderated by AQA.
Assessment Objectives
Assessment objectives (AO’s) are set by Ofqual and are the same across all GCSE Art and Design specifications and all exam boards. The portfolio and externally set NEA will measure how students have achieved the following assessment objectives.
- AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
- AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
- AO3: Record ideas, observations and insights relevant to intentions as work progresses.
- AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
What we teach when
Year 10
Year 11
What extra opportunities to learn are available?
The team provides students with an extensive range of opportunities to enhance their critical, contextual and practical skills throughout the course. These include visits to galleries and museums, site specific photography visits, artist talks and practical workshops.
The team also provide study support evenings routinely each week and during the peak examination preparation period to enable students to gain access to resources, specialised expertise in processes and techniques and one to one support.
How are students grouped?
Teaching groups are organised on a mixed-ability basis.
What websites do we recommend?
The new examination board specification can be found at:
Contact
Mrs K Regan, Curriculum Team Leader Design & Technology - kregan@wilmslowhigh.com
Mrs N Firth, Deputy Headteacher (and subject teacher) - nfirth@wilmslowhigh.com