Teacher Resource Bank
GCSE Design and Technology: Textiles Technology
Schemes of work Schemes of work are suggestions and ideas about how you might deliver GCSE Design and Technology: Textiles Technology. You can use these suggestions, adapt them to better suit your students or use your own schemes of work. However you deliver GCSE Design and Technology: Textiles Technology, you can rely on AQA’s comprehensive support package – online, on paper and in person – including resources, specimen exam questions, training meetings, continuing professional development (CPD), guidance and advice. This guide to Schemes of work is part of your invaluable Teacher Resource Bank, which includes a Resource list, Getting started, Summary of changes and more. If you have any enquiries about GCSE Design and Technology you can speak directly to the AQA Design and Technology team by e-mail
[email protected] or telephone 0161 957 3644.
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Teacher Resource Bank
Schemes of work
GCSE Design and Technology: Textiles Technology The following is a suggested scheme of work that could be followed when delivering the GCSE Design & Technology: Textiles Technology speciÞcation. It is important to note that there are many other methods of delivery that could be employed and each centre should use the method that is best suited to their style of teaching and available resources. Unit 1: This is the written paper and it consists of two sections. All questions are compulsory and the paper is untiered. Section A will examine design issues and will refer to pre-release material. Section B will examine candidates’ knowledge and understanding of the subject content of the speciÞcation. Unit 2: This is the controlled assessment unit and it is anticipated that approximately 45 hours of time should be allocated to this task. CertiÞcation of the full GCSE grade will be awarded at the end of a two year course. It is possible for the subject content to be delivered and examined in Year 10. Candidates could then concentrate on the controlled assessment to be examined/moderated in Year 11. It is expected that centres will have different demands and there is no one way that this speciÞcation has to be delivered. With many schools now delivering their KS3 curriculum in two years it would be possible to begin the delivery of this speciÞcation in Year 9. Centres must follow the delivery that is most appropriate for their circumstances. The following outline for a scheme of work does however follow quite a traditional delivery of a two year course. The outcome would be Unit 1 and Unit 2 being submitted at the end of an academic two year course. The KS3 Curriculum should be planned so that there is a sound understanding by most students of the design process. Students should therefore have been introduced to: • Design briefs • Analysis • Methods of research • SpeciÞcations • Designing and development (including modelling) • Planning • Evaluating • The use of ICT Work at KS3 would also, ideally, have delivered an introduction to the basic use of equipment and a basic working knowledge of technical skills and the handling of materials.
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Teacher Resource Bank
Schemes of work
GCSE Design and Technology: Textiles Technology Term Term 1
Possible school activities
D&T Textile lessons
Other issues
The knowledge and understanding in the speciÞcation must be delivered throughout the two-year course.
A high level of quality Þnish should be considered important throughout.
Skills programme: short focused practical tasks.
Include instruction on choice and use of equipment.
Research skills: plan and produce an image board. (Students could be given a choice of speciÞc theme.) This image board can then be used to inspire the development of decorative techniques that will be taught, eg, choice of shape, colour and texture. Use the image board to inspire the drawing of shapes.
To know the correct and safe use of tools and equipment.
Decorative techniques that could be taught are: • The application of colour • Appliqué, reverse appliqué, hand and machine embroidery, quilting, beading, printing, batik, stencilling, etc. Construction techniques • Seams and seam Þnishes. Practical examples using appropriate materials and equipment with advice on the application of the technique(s). • Curved seams. • Fastenings: insertion of a zip, button and button hole. • Piping.
Encourage students to keep a sketchbook/scrapbook to keep source information, inspirational images, to also perhaps use later. Teach students to draw and annotate techniques. Apply a combination of techniques, eg, piping into a curved seam. ICT throughout as appropriate. Introduce peer assessment. The industrial application of colour to fabric. The industrial equivalent in tools and equipment.
Materials and components: introduce a short research project and direct students to work in pairs to prepare a very short presentation on a speciÞc topic, eg, natural, regenerated or synthetic Þbres, smart materials, recycling, Fair Trade organic cotton, etc. This could then be presented at intervals to the class. Tools and Equipment: the sewing machine, overlocker, iron and ironing board. Measuring, cutting and hand sewing tools.
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Teacher Resource Bank
Schemes of work
GCSE Design and Technology: Textiles Technology Term
Possible school activities
D&T Textile lessons
Other issues
Term 2
Perhaps a student teacher delivering some lessons.
Product Design and Make Assignment Students to be encouraged to be creative and innovative in their thinking. When marking, reward students for testing ideas, development and originality. eg Design and Make a Bag (include a design theme/focus). This allows the application of term 1 – Skills programme and the opportunity to extend knowledge.
• Trend forecasting • Wastage: darts, gathers and pleats • Adding a gusset • Pattern/template making • Placement of templates to economise on cutting fabrics • Estimating quantity • Methods of production • The use of ICT • Quality Assurance and control
Include: A deadline date Task analysis – the main issues including client/target market Initial research: image board Introduce client proÞles, existing products, product analysis Analysis of research. Use different methods of analysis Writing a design speciÞcation Design ideas Development: modelling/testing shape. Testing techniques and their application. ModiÞcations made to design ideas Planning for making Manufacturing Final idea and working drawing Evaluating against the speciÞcations
Show students exemplar projects. Modelling can be completed using paper and/or fabric. Calico is good to help test shape but this can be expensive. Restrict the size of the bag. If development includes testing processes such as silk painting it is important to stress students use the correct fabrics for the process. Introduce fabric construction/ fabric Þnishes and the application to this DMA.
This Design and Make task will not address all of the assessment objectives but it will give students a very sound foundation for delivering work for their controlled assessment and covering a substantial part of the subject content of the speciÞcation. The making of the product will further develop technical skill and reinforce the need and understanding of quality assurance and quality control.
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Teacher Resource Bank
Schemes of work
GCSE Design and Technology: Textiles Technology Term
Possible school activities
D&T Textile lessons
Other issues
Term 3
Year 10 work experience
• Focus on industrial practice and the extension of work learned in term 1 and term 2. • Spend approximately 4 – 5 weeks depending on school programmes. • Allow ½ term to introduce controlled assessment tasks.
Questionnaires are useful for evaluating Þnal products. (Can be time consuming as a method of initial research.)
Year 10 examinations
The use of trend forecasting in industry Product lifecycle Fabric construction and fabric Þnishes Smart materials and Nano technology, bio fabrics, sustainability to include ethical trading and environmental issues Fastenings and components: velcro, threads, trimmings, motifs Electronic components Testing techniques: questionnaires, user trials, testing against speciÞcations Fabric, product and manufacturing speciÞcations Labelling, ßammability, protective clothing
There is a good selection of websites mentioned in the resource list to assist students with the aspect of trend forecasting. Many of these issues will have been alluded to throughout the delivery in term 1 and term 2. Coverage of the speciÞcation subject content will be taught and applied to Unit 2. However it is essential that all subject content from the speciÞcation is taught as this could be examined in Unit 1. Show students the recording procedures that will be required for Unit 2. Introduce students to exemplar work provided by AQA.
Risk assessment and health and safety issues Unit 2 – controlled assessment brief is chosen (this is an AQA set brief and must be checked with your controlled assessment adviser if there are any problems). Explain the assessment criteria and mark scheme. This will need to be differentiated for some students. Just before half term (this will be affected if students are on work experience and should be planned accordingly). The main consideration is that students are best placed to begin Year 11 with their controlled assessment selected and Þrmly in place.
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Teacher Resource Bank
Schemes of work
GCSE Design and Technology: Textiles Technology Term
Possible school activities
D&T Textile lessons
Other issues
Term 4
Year 11 Trial examinations
The bulk of Unit 2 is done this term.
Regularly show students exemplar work and explain the evidence required to access marks.
Reinforce the assessment criteria. Encourage creative, original work.
Continually remind students of the assessment criteria.
Quality Þnish is important. Explain that this is not a linear process and students will be given credit for focused, logical and relevant research at different stages of their work. Marks for making will not be exclusively in the making section. Development and testing could also and ideally will include making skills. Testing and evaluating throughout.
Don’t forget to use the controlled assessment adviser. It is helpful if students are given speciÞc deadline dates. Some students may be helped by the use of writing frames for eg, speciÞcations but students should not be over-led with writing templates.
It is possible for students to begin the making of their product before all development is completed.
Differentiated work is, at times, necessary.
Stress the need to plan work and meet deadlines.
Pro forma can be a good tool for writing, eg working drawings.
It is the application of the subject content that is required for students to achieve good marks.
There is advice in the AQA exemplar materials provided for teacher support.
Students must avoid generic notes on any of the subject content, eg methods of production, batch, mass, one-off. Fabric properties. A total of 45 hours is the recommendation for Unit 2.
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Teacher Resource Bank
Schemes of work
GCSE Design and Technology: Textiles Technology Term
Possible school activities
Term 5
D&T Textile lessons
Other issues
February/March – pre-release paper arrives in schools.
It would be considered good practice to ask students to tackle exemplar questions through Year 11.
Preparation time for teaching staff is approximately one month but the prerelease paper should be issued to students on or after 1 March. Marking of Unit 2 Completion of Unit 2 by 31 March is advisable. The marks must be submitted to AQA and the moderator by 7 May and this allows time for schools to standardise and mark. Standardising in schools between D&T subjects and particularly where more than one teacher has delivered the subject is mandatory. Moderation.
Unit 1 Section A and Section B will demand separate attention and the practise of answering questions. Revision and practise of drawing skills and presenting annotated design ideas. Exemplars and help given to the answering of differentiated questions. Advice given about the usage of technical language and high level thinking skills to access the highest marks possible.
Revision of the subject content/knowledge and understanding if Unit 1 is being taken at the end of a two year course. Practise of examination questions/ preparation for the Þnal examination. Term 6
Students go on study leave. This varies from school to school and obviously dates will impact on the time available.
The date of the examination for Unit 1 will determine the period of time that can be allocated for revision, help and advice for students to prepare for Section A and Section B. Students can continue to prepare and develop their ideas for their response to Section A of the Unit 1 examination.
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Very often there is much less time available than at Þrst thought. Students are often involved with language orals, Art examinations, Drama presentations for GCSE, etc, and often it is difÞcult to deliver a lesson that can be delivered to a whole class.
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Teacher Resource Bank
Schemes of work
GCSE Design and Technology: Textiles Technology Notes:
Copyright © 2008 AQA and its licensors. All rights reserved. The Assessment and QualiÞcations Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX. Dr Michael Cresswell, Director General.
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