LKS2 Topic Overview: British Clothing Through the Ages
Study the history of clothing in Britain from 1066 through to the present day. Learn about the key changes in fashion, materials and manufacturing processes and gain an understanding of this aspect of social history in Britain. Finish your topic by meeting a design challenge brief and putting on a
catwalk show!
Block A
The history of British clothing
[10 sessions] / History, English, Computing and Art
· To study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066, for example; changes in an aspect of social history such as clothing.
· To address and sometimes devise historically valid questions about change, cause, similarity and difference and significance.
· To construct informed responses that involve thoughtful selection and organisation of relevant historical information.
· To understand that our knowledge of the past is constructed from a range of sources.
· To use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
· To use technology safely, respectfully and responsibly.
· To write for a range of real purposes and audiences as part of their work across the curriculum.
· To discuss what they are learning and to develop their wider skills in spoken language.
· To use language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate.
· To know how art and design reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
· To improve their mastery of art and design techniques including painting.
· Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.
· To develop the creative, technical and practical expertise needed to perform everyday tasks accurately.
· To use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose and aimed at particular individuals or groups.
· To generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. / Discover the development of clothing from 1066 to the Present Day in the British Isles- learn about the changes in fashion, materials and in the manufacturing processes. Consider how these changes were brought about by changes in society. Make a final pictorial timeline showing the development of a key item of clothing.
Block B
Spinning and Weaving
[3 sessions] / History and D&T
· Study an aspect or theme in British history (clothing) that extends pupils’ chronological knowledge beyond 1066.
· Through the evaluation of past and present design and technology, pupils develop a critical understanding of its impact on daily life and the wider world.
· Understand how key events and individuals in Design and Technology have helped shape the world. / Explain how spinning and weaving have developed over time. Practice using a drop spindle, learn the basics of weaving and produce a piece of cloth using a cardboard loom. Discover the key developments of weaving from its beginnings as a medieval cottage industry and how the developments in the textile industry affected Britain in the 18th and 19th Century.
Block C
Natural Dyes
[3 sessions] / History and D&T
· Study an aspect or theme in British history (clothing) that extends pupils’ chronological knowledge beyond 1066.
· Understand how our knowledge of the past is constructed from a range of sources.
· Through the evaluation of past and present design and technology, pupils develop a critical understanding of its impact on daily life and the wider world.
· Build and apply a repertoire of knowledge understanding and skills in order to design and make high quality prototypes and products. / Learn how natural dyes can be created from plant materials and gain knowledge of the clothes and hats worn in the medieval period. Create natural dyes and use them to dye cotton, then create a period outfit for a peg doll. Make a zigzag booklet of information on medieval clothing and hats for men and women, rich and poor; play quiz games to consolidate your knowledge.
Block D
Embroidery
[3 sessions] / History and D&T
· Study an aspect or theme in British history (clothing) that extends pupils’ chronological knowledge beyond 1066.
· Learn how embroidery has been used to decorate clothing through the ages and learn how crewelwork embroidery was particularly fashionable in the 18th century.
· Learn how ladies and gentlemen of the 18th century carried around small personal items in pockets, pouches and reticules.
· Discover why the pineapple became such a fashionable design motif in the 18th century.
· Build and apply a repertoire of knowledge, understanding and skills in order to design and make high quality prototypes and products.
· Learn to do 3 embroidery stitches (back stitch, star stitch and blanket stitch).
· Draw a design on a felt pattern piece for an 18th century style drawstring bag and embroider it.
Stitch the bag together using blanket stitch and thread it with a drawstring ribbon. / Discover the fashionable embroidery of the 18th Century and create your own designs as you learn backstitch embroidery, design a bag and embroider it. Discover how pockets, reticules and pouches were used in the 18th century and add detail to your own designs. Discover the significance of the pineapple in 18th century design!
Block E
Block Printing
[3 sessions] / History and D&T
· Learn the history of block printing and how block printed cottons came to be used for clothes in the 18th century.
· Discover how new inventions in roller printing enabled mass production of printed cottons in the 18th century.
· Learn how the craft of patchwork evolved as cotton prints became more affordable in the 18th century.
· Know the reasons for start of The Industrial Revolution in the 18th century and the contribution of the textile industry.
· Begin to understand the impact of The Industrial Revolution on British workers.
· Design and make a print block from craft foam and card that reflects their interests and personality.
· Learn the technique of block printing and print their own fabric using their own foam print block.
· Design a patchwork block using paper “fabric prints” and tessellating shapes.
· Create an attractive wall hanging from their own block printed fabric using needlework skills. / Learn about the history of block printing and the block printed cottons of the 18th Century. Learn about the block printing technique and print your own fabric. Discover the textile industry machines of the 18th Century and the onset of the Industrial Revolution; finish the block by making an attractive wall hanging from your hand designed and block printed fabric.
Block F
Tie Dye
[2 sessions] / History, D&T and Maths
· To develop the creative, technical and practical expertise needed to perform everyday tasks accurately.
· To study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066, for example; changes in an aspect of social history such as clothing.
· To address and sometimes devise historically valid questions about change, cause, similarity and difference and significance.
· To solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. / The art of tie dye clothing is not a new invention, it has long historical roots from many different countries including India and Japan, however it is most associated with the non-conformist movement of the 1960s and 70s. Solve problems of how to create tie-dye patterns; use traditional methods of tie-dye to create different patterns; follow instructions to apply tie-dye techniques and finally create your own tie-dye design.
Block G
Batik
[3 sessions] / History, D&T and Art
· To study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066, for example; changes in an aspect of social history such as clothing.
· Recap on many reasons for changes in British Clothing over the past 1000 years.
· Learn what is meant by Batik and understand that it is a form of wax resist.
· Investigate the technique of wax resist on paper and create a number of exploratory pieces.
· Experiment with a canting tool and melted wax on a piece of practice fabric to learn batik techniques.
· Explore different dyeing techniques to decide which to choose when dyeing their own scarf.
· Create a cotton batik scarf using techniques learnt over the previous sessions of their own design and taste.
Evaluate the project by discussing and recording their influences, experiences and reflections. / Batik was a traditional wax-resist dyeing technique from various countries. It was even used in Egypt to wrap mummies- linen was soaked in wax and scratched. Learn the traditional craft of batik and make your own batik scarf. You could easily adapt the plans to make batik flags, bunting, banners, bags or any other textile project if required.
Block H
Design Challenge
[6 sessions] / D&T, English, Computing, History and Art
· To develop the creative, technical and practical expertise needed to perform everyday tasks accurately.
· To use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose and aimed at particular individuals or groups.
· To generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
· To select from and use a wider range of materials and components, including textiles, according to their functional properties and aesthetic qualities.
· To evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
· To study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066, for example; changes in an aspect of social history such
as clothing.
· To address and sometimes devise historically valid questions about change, cause, similarity and difference and significance.
· To use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
· To use technology safely, respectfully and responsibly.
· To write for a range of real purposes and audiences as part of their work across the curriculum.
· To discuss what they are learning and to develop their wider skills in spoken language.
· To use language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate.
· To know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
· To improve their mastery of art and design techniques including painting. / Utilise the knowledge and skills you have learnt! Start off by finding out about famous British designer Vivienne Westwood; role-play being a catwalk model and begin to think about up-cycling outfits to make new creations. Create a ‘mood board’ for your own design and work towards producing your outfits – showcase these, with a commentary, on a catwalk in front of an invited audience.