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D&T Key Resources
Textiles KS3 Resource pack
First published 2015; updated 2016
This pack contains nine sets of resources covering textiles teaching and learning at Early, Mid and Late KS3 (Years 7, 8 and 9). The resources are also available as individual units, sets for each year and as a full set covering the whole of KS3. They form part of a whole KS3 scheme covering Textiles, Food, Systems and Control and Product Design.
Includes Learning Planner and Assessing Without Levels - Teachers' Guide
Early KS3 – Mainly Designing: Learning to look – 4 hours
How do we generate and communicate design ideas in textiles? How does nature influence design? In this unit students look at communication on paper using different methods and how to use annotation effectively. It then considers biomimicry as a means of solving design problems, the use of CAD software to manipulate images to make colourways and appropriate printing methods.
Early KS3 – Mainly Making: Understanding fibres and fabrics – 8 hours
What are the properties of fabrics used today and why is it important to understand this? How do we add print and stitch to our fabrics to make them more interesting? How do practising designers achieve this? This unit considers the origins of natural and man-made fibres, the methods of construction and properties of these and how they are adapted by adding colour and decoration, with examples from current textiles designers.
Early KS3 – Technology in Society: The wider use of textiles in our society – 1-2 hours
How are textiles used in today’s society? How has conductive thread and fabric, use of composite textiles in the automotive industry and the use of textiles in medicine had an impact on our world? Using this, students should understand the wider role of textiles in everyday lives, beyond fashion and furnishing. They should investigate technical textiles for specific uses and demonstrate an understanding of the wider use of textiles. Examples from a range of industries are used to illustrate different uses and applications.
Mid KS3 – Mainly Designing: Dual purpose textiles – 5 hours
How can technology be included into textiles products to give them added value? Can this improve the quality of people’s lives? This introduces students to the Portable Light project which combines a traditional textiles product with solar power. They produce ideas for a design of a dual purpose product and develop the design with annotated drawings using a 2D CAD package.
Mid KS3 – Design and Make: Textile entrepreneurs – 7 hours
Design and make a simple product that could be made in small quantities to sell in an independent gift shop. How is making one product different from making a number of identical ones? Students are asked to design and make a textile product that could be made in small quantities to be sold in a gift shop. They must research the customers and products and choose appropriate equipment, techniques and materials for their product. Working in teams they will devise production plans and look at cost considerations before manufacturing and testing their products.
Mid KS3 – Technology in Society: The truecost of textile technology – 1 hour
What are the positive and negative impacts that technology has had within textiles? In this unit students look at how technology and cost considerations have affected the production of textiles, the emergence of ‘ecofashion’ and what consumers can do to promote eco friendly fashion.
Late KS3 Mainly Designing: Para-triathlete design challenge – 2 hours
How do para-athletes customise their sportswear to accommodate their needs? Students develop a design specification from research into the restrictions para-athletes face. Working as part of a team they must develop designs in creative ways and present these, giving reasons for their final choices.
Late KS3 Design and Make: Festival headgear – 8 hours
Head gear is a popular feature at many types of festivals – why is this and how is it used? Choose a festival and create designs to be worn. What happens when a client changes the design brief part-way through a project? Adapting designs to be made within a given time and resource constraints. Evaluate prototypes and suggest modifications for a circular economy approach. Although this is a Designing and Make unit – there is deliberately a considerable emphasis on evaluation within the whole process. The assessment objectives reflect this.
Late KS3 – Technology in Society: Wearable technology 1-2 hours
What is wearable tech? Is it a gimmick? How is it currently used? Consider aesthetic vs performance enhancing properties. What would you design? This learning unit requires students to evaluate existing wearable technology products and generate ideas for garments that include such 'technology' as lightsensors temperature control and which are controlled by smart phones.
Each resource pack comprises:
D&T Key Resources
These Design and Technology Key Resources form part of a KS3 plan for D&T learning and a project bank from which you can choose to populate your school’s learning plan. Other resources in the plan cover curriculum areas of Food, Systems and Control and Product Design.
These resources have been developed to help teachers who are looking to move their schemes of work from craft-based focused projects, where the craft outcome is the critical factor, towards planning D&T learning units that focus on students’ learning in design and technology.
The resources are designed to enable you to either use the full KS3 learning programme or to plan your own using these available units from the bank. You can use these units with others from the ever growing bank available on the D&T Association website or you can design your own to fit your school’s requirements.
Each learning unit has been designed by starting with selected learning objectives from the 2014 National Curriculum. From here the units have been developed with tasks, activities and experiences which provide opportunities for students to learn and demonstrate what they have learnt. Furthermore assessment opportunities have been 'designed in' where teachers can assess whether students have learnt what the unit has set out to teach them. To make them easier to reference in medium and short term plans they have been coded DB1, MA2, MB7 etc. A full reference table of coded learning objectives is included in this pack.
Across all material components of D&T resources have been developed for Early, Mid, and Late Key Stage 3 and are of varying lengths, each with a different theme and approaching the activities from a different learning focus:
This item is not available to purchase using Curriculum Credits.
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