Sockology Scheme of Work
I am interested in engaging male students in textiles
and fibre art. During my first placement I worked with embroidery machines and
developed a scheme of work called ‘Sockology’, whereby KS3 students made a character from a pair of
recycled socks. I feel that the key to
developing curiosity for textiles amongst male students is to capture their
imagination at the beginning of secondary education with impressive and gender
appropriate schemes of work. I aim to illicit engagement with a subject, which
in most schools is predominantly chosen by female students. I believe firmly that to grow Textiles as a
successful subject in any school, preconceptions should be diminished. I am interested in blurring boundaries; I
would like the people viewing my students’ work to ask ‘Is this art, textiles,
design, photography or sculpture?’ I
want my students to see the endless possibilities that working in this way can
bring.
Textiles
KS3 TEXTILES - Hot
Sock Creature Design and Make
Assignment- WEEK 1
Double and Single Lesson
|
Introduction to the
textiles classroom & Health and Safety
Basic textiles tools and
equipment
Where textiles come from
and how they play a vital role in our lives
The use of sensory
products
|
||
|
Differentiated Learning Objectives
All
students are:
To
understand the importance of Health and Safety in the textiles classroom.
To
be able to recognise and give uses for a range of basic textiles tools and
equipment.
To
understand where textiles come from and how they play a vital role in our
lives.
To
identify and understand the use of sensory products.
Most
students are:
To
recognise that different fabrics come from different sources.
Some
students are:
To
recognise the different knitted and woven fabrics and state end uses for each
of the types of fabrics.
|
Resources
Health and Safety rule cards
A range of textiles tools and equipment
A range of fabrics and fibre examples
A range of sensory product examples
·
Power Point ‘Where do Fabrics come from and the
vital role fabrics play in our lives’.
|
Methodology
(VAK/Questioning) Teacher led discussion on Health and Safety in the
textiles classroom.
Circle the dangers sheet.
Paired work to sort Health and Safety cards.
‘Think, Pair, Share’ – Where do fabrics come from?
·
Power Point ‘Where do Fabrics come from and the
vital role fabrics play in our lives'.
Teacher led demonstration/discussion basic tools
and equipment.
|
|
Differentiation
Student
led learning targets used to aid independent learning.
SEN
Implementation of LSA’s where appropriate to
support learning.
Differentiated delivery and resources, scaffolded
learning.
Support for dyslexic students as appropriate.
Good use of classroom displays to support
learning.
EAL
Translated learning resources and lesson
objectives
GIFTED & TALENTED
Explorative extension activities using books
(library) and laptops.
|
Starters
and Plenaries
Post
it note challenge – ‘why is health and safety important?’, ‘naming fabrics
and where they come from’ etc.
Health
and Safety card match up in teams.
Tools
and Equipment spelling challenge.
Think,Pair,Share,Ask
– Fibre to Fabric.
-
Sensory pots.
|
Numeracy,
Literacy & ICT
SpellingChallenge
Research task - sensory products, textiles and
their uses. (Internet)
Class Display Tools and Equipment
|
|
Assessment
Opportunities
Questioning using
pick up sticks to assess prior textile, health and safety and tools and
equipment knowledge.
Peer and self
assessment to mark starters and Plenaries
Group
presentations (tools and equipment)
First Impressions
group presentations.
Post it
challenges during starters. Students share questioning using stick and take.
|
||
KS3 TEXTILES - Hot
Sock Creature Design and Make
Assignment- WEEK 2
Double and Single Lesson
|
Introduction
to the sewing machine and the parts of a sewing machine.
Sewing Machine Driving Test
Introduction to decorative techniques
|
||
|
Differentiated Learning Objectives
All
students are:
To
be able to name and explain some parts of the sewing machine
To
attempt the Sewing Machine Driving Test
To
be able to name a range of decorative techniques
Most
students are:
To
be able to use the sewing machine to stitch straight lines, corners and in
reverse.
Able
to complete the Sewing Machine Driving Test accurately.
Some
students are:
Able
to create and follow their own Sewing Machine Driving Test to challenge their
ability.
|
Resources
Sewing Machines
Thread
Sewing Machine
Driving Tests
Key Words cards for sewing machine parts.
Velcro Sewing Machine card challenge sheets.
Decorative textile samples
Laptops
|
Methodology
(VAK/Questioning)
Teacher led demonstration ‘Parts of the Sewing
Machine’
Students to work with sewing machines in pairs to
label Velcro card sewing machines.
·
Students to demonstrate to each other in small
groups – ‘how to operate the sewing machine safely and accurately’
Individuals to practise basic sewing machine
skills task and peer self and peer assess their own progress.
Teacher led demonstration decorative
techniques. Groups to discuss and
evaluate samples and when each technique might be used.
|
|
Differentiation
Student
led learning targets used to aid independent learning.
SEN
Implementation of LSA’s where appropriate to
support learning.
Differentiated delivery and resources – scaffolded
learning.
Support for dyslexic students as appropriate.
Good use of classroom displays to support
learning.
Support using the sewing machine to aid
confidence, one to one demonstrations during the lesson.
EAL
Translated learning resources and lesson
objectives.
GIFTED & TALENTED Explorative extension activities using books
(library) and laptops.
Design a Sewing Machine Driving Test.
|
Starters
and Plenaries
Post
it note challenge – ‘name the pros and cons of using a sewing machine’.
‘Clothes
before 1856 – no sewing machines! What would life be like?’
Health
and Safety recap.
Test
– name the parts of a sewing machine.
Ordering
cards, threading the sewing machine.
|
Numeracy,
Literacy & ICT
Ordering activity
Writing task.
Clothes before 1856...
Key Words
Class Displays
Parts of a sewing machine.
|
|
Assessment
Opportunities
Questioning using
pick up sticks to assess understanding throughout the lesson.
Peer and self
assessment to mark starters and Plenaries
Peer and self
assessment of the driving test.
|
||
|
RISK
ASSESSMENT
Staff to be aware
of and remind students of the correct and safe behaviour when moving around
the textile room.
Bags and coats to
be stored safely and correctly
One student per
sewing machine at any time.
Tools and
Equipment Health and Safety recap.
|
||
KS3 TEXTILES - Hot
Sock Creature Design and Make
Assignment- WEEK 3
Double and Single Lesson
Introduction
to the sampling process
Applique
Sampling
Hand embroidery Sampling
|
||
|
Differentiated Learning Objectives
All
students are:
To
be able to safely us the sewing machine to produce an appliqué sample.
To
be able to safely produce a hand embroidery sample using simple hand
embroidery stitches.
To
begin to join samples using the sewing machine to produce a ‘sample wall
hanging’
Most
students are:
To
be able to use the sewing machine to produce an accurate and high quality
appliqué sample.
To
be able to use hand embroidery to produce more detailed hand embroidery
stitches.
Some
students are:
To
be able to use the sewing machine to safely and accurately decorate a piece
of fabric.
·
To
be able to create different effective hand stitches and be able to state what
they could be used for.
·
Able
to produce layered appliqué and hand embroidery samples.
|
Resources
Sewing Machines
Embroidery Threads
Embroidery
Needles
Fabric Squares
Pins
Fabric Scissors
|
Methodology
(VAK/Questioning)
Teacher led demonstration
Threading a needle and
knotting thread.
Teacher led demonstration of different hand
embroidery techniques.
Individuals to practise basic hand embroidery
skills and evaluate their progress.
Teacher led demonstration of pinning and tacking
prior to machining appliqué sample.
Individuals to practise producing and appliqué
sample.
|
|
Differentiation
Student
led learning targets used to aid independent learning.
SEN
Implementation of LSA’s where appropriate to
support learning.
Differentiated delivery and resources – scaffolded
learning.
Support for dyslexic students as appropriate.
Good use of classroom displays to support
learning.
Support using the sewing machine to aid
confidence, one to one demonstrations during the lesson.
Fabric shapes and templates pre cut and ready for
construction.
EAL
Translated learning resources and lesson
objectives.
GIFTED & TALENTED
To produce
layered appliqué and hand embroidery samples using a selection of original
shapes and designs.
|
Starters
and Plenaries
Post
it note challenge – ‘name the pros and cons of each technique’.
Sewing
Machine match up.
Target
setting for samples.
Create
a character in 6 words.
Draw
three quick sketch creatures.
Group
design a crazy creature pass around.
|
Numeracy,
Literacy & ICT Descriptive creative character starter.
Key Words
Class Display using Key Words.
Measuring Fabric using correct tool and unit.
|
Assessment
Opportunities
Questioning using
pick up sticks to assess understanding throughout the lesson.
Peer and self
assessment to mark Starters and Plenaries
Peer and Self
Assessment of appliqué samples.
Peer and Self
Assessment of hand embroidery and decorative technique samples.
|
||
|
RISK
ASSESSMENT
Staff to be aware
of and remind students of the correct and safe behaviour when moving around
the textile room.
Bags and coats to
be stored safely and correctly
One student per
sewing machine at any time.
Tools and
Equipment Health and Safety recap.
|
||
For further information and a complete week by week planning framework for the Sockology Scheme of Work please contact becomingmisssnead@gmail.com
Resources Developed for Year 10 GCSE Graphics
Year Nine Body Adornment Scheme of Work
DCR INTERVENTION
What
dimensions of the curriculum do you want to explore?
Art
Drama
Design
& Technology
ICT
Speaking
& listening
Collaborative
work
Community
cohesion
Marketing
The Inquiry Questions
- What is your purpose?
-
What materials do you want to explore and transform?
-
What skills do you want to learn?
-
What message do you want to express?
-
What is the intention of your piece?
- Who/What
is the purpose of your piece?
What other considerations?
-H
& S
-Resources
and materials
-Planning
the fashion show
-Panel
of judges.
-Promotion
of fashion show (Advertising)
-Blog
Development and VLE
The Situation
The students are to design and
make a piece of body adornment to be exhibited in an end of project fashion
show for whole school/Dr Patel. Work will also be photographed and
sent to New Designers 2012 for consideration
The Theme
Body Adornment
A Team of Experts
Designers
Researcher
Fashion Show Curator
Mapping the Curriculum
-ICT
and E Learning
-D&T
-Fashion
& Textiles
-Literacy
-Science
(material testing?)
-Drama
– Taking on the role of a designer
The Clients:
Dr Patel
New Designers 2012
The
Commission
New Designers
are interested in discovering new secondary school talent. The Hayfield School have been approached and
Dr Patel has chosen y9 art as the candidates for this project. They will produce body adornment to be shown
at an end of project fashion show.
Tasks and activities
-Research
and Independent Enquiry
-Design
and Idea Generation
-Body
Adorn Blog
-Hand
Making Starter Activities
-Market
Place Learning
-Sketch
Modelling, Testing and Making
-Material
resourcing, testing & Evaluation
-Critical
Evaluation
The first steps into the inquiry
Dr Patel to address the class with ND 2012 situation and commission.
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