LKS2 Topic Overview: British Clothing Through the Ages

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 Key NC Objectives Main creative outcomes History, English, Computing and Art Discover the development of  To study an aspect or theme in British history that clothing from 1066 to the Present Block A extends pupils’ chronological knowledge beyond 1066, Day in the British Isles- learn for example; changes in an aspect of social history such The history of as clothing. about the changes in fashion, British  To address and sometimes devise historically valid materials and in the questions about change, cause, similarity and differ- clothing ence and significance. manufacturing processes. [10 sessions]  To construct informed responses that involve Consider how these changes were thoughtful selection and organisation of relevant his- brought about by changes in torical information.  To understand that our knowledge of the past is society. Make a final pictorial constructed from a range of sources. timeline showing the  To use search technologies effectively, appreciate development of a key item of how results are selected and ranked, and be discerning in evaluating digital content. clothing.  To use technology safely, respectfully and respons- ibly.  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 distri- bution of natural resources including energy, food, minerals and water.  To develop the creative, technical and practical ex- pertise 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 particu- lar 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. LKS2 Topic Overview: British Clothing Through the Ages History and D&T Explain how spinning and Block B  Study an aspect or theme in British history (cloth- weaving have developed over Spinning and ing) that extends pupils’ chronological knowledge bey- time. Practice using a drop ond 1066. Weaving spindle, learn the basics of  Through the evaluation of past and present design [3 sessions] and technology, pupils develop a critical understanding weaving and produce a piece of of its impact on daily life and the wider world. cloth using a cardboard loom.  Understand how key events and individuals in Discover the key developments of Design and Technology have helped shape the world. 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.

History and D&T Learn how natural dyes can be Block C  Study an aspect or theme in British history (clothing) created from plant materials and Natural Dyes that extends pupils’ chronological knowledge beyond gain knowledge of the clothes 1066. and hats worn in the medieval [3 sessions]  Understand how our knowledge of the past is period. Create natural dyes and constructed from a range of sources. use them to dye cotton, then cre-  Through the evaluation of past and present design and ate a period outfit for a peg doll. technology, pupils develop a critical understanding of its impact on daily life and the wider world. Make a zigzag booklet of inform-  Build and apply a repertoire of knowledge understand- ation on medieval clothing and ing and skills in order to design and make high quality hats for men and women, rich prototypes and products. and poor; play quiz games to con- solidate your knowledge. History and D&T Discover the fashionable embroidery of the 18th Century and  Study an aspect or theme in British history (clothing) Block D create your own designs as you that extends pupils’ chronological knowledge beyond learn backstitch embroidery, Embroidery 1066. design a bag and embroider it. [3 sessions]  Learn how embroidery has been used to decorate clothing through the ages and learn how crewelwork Discover how pockets, reticules embroidery was particularly fashionable in the 18th and pouches were used in the century. 18th century and add detail to  Learn how ladies and gentlemen of the 18th century your own designs. Discover the carried around small personal items in pockets, pouches and reticules. significance of the pineapple in  Discover why the pineapple became such a fashionable 18th century design! 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.

History and D&T Learn about the history of block printing and the block printed  Learn the history of block printing and how block cottons of the 18th Century. Block E printed cottons came to be used for clothes in the LKS2 Topic Overview: British Clothing Through the Ages Block Printing 18th century. Learn about the block printing  [3 sessions] Discover how new inventions in roller printing en- technique and print your own abled mass production of printed cottons in the fabric. Discover the textile in- 18th century.  Learn how the craft of patchwork evolved as cot- dustry machines of the 18th Cen- ton prints became more affordable in the 18th century and the onset of the Industri- tury. al Revolution; finish the block by  Know the reasons for start of The Industrial Re- making an attractive wall th volution in the 18 century and the contribution of hanging from your hand designed the textile industry.  Begin to understand the impact of The Industrial and block printed fabric. 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. History, D&T and Maths The art of tie dye clothing is not a  To develop the creative, technical and practical ex- new invention, it has long histor- Block F pertise needed to perform everyday tasks accurately. ical roots from many different  To study an aspect or theme in British history that countries including India and Ja- Tie Dye extends pupils’ chronological knowledge beyond 1066, pan, however it is most associ- [2 sessions] for example; changes in an aspect of social history such as clothing. ated with the non-conformist  To address and sometimes devise historically valid movement of the 1960s and 70s. questions about change, cause, similarity and differ- Solve problems of how to create ence and significance. tie-dye patterns; use traditional  To solve problems by applying their mathematics methods of tie-dye to create dif- to a variety of routine and non-routine problems with increasing sophistication, including breaking down ferent patterns; follow instruc- problems into a series of simpler steps and persevering tions to apply tie-dye techniques in seeking solutions. and finally create your own tie- dye design.

History, D&T and Art Batik was a traditional wax-resist  To study an aspect or theme in British history that dyeing technique from various extends pupils’ chronological knowledge beyond Block G countries. It was even used in 1066, for example; changes in an aspect of social his- Egypt to wrap mummies- linen Batik tory such as clothing. was soaked in wax and scratched. [3 sessions]  Recap on many reasons for changes in British Clothing over the past 1000 years. Learn the traditional craft of  Learn what is meant by Batik and understand that batik and make your own batik it is a form of wax resist. scarf. You could easily adapt the  Investigate the technique of wax resist on paper plans to make batik flags, and create a number of exploratory pieces. bunting, banners, bags or any  Experiment with a canting tool and melted wax on a piece of practice fabric to learn batik techniques. other textile project if required.  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. LKS2 Topic Overview: British Clothing Through the Ages D&T, English, Computing, History and Art Utilise the knowledge and skills Block H  To develop the creative, technical and practical ex- you have learnt! Start off by find- pertise needed to perform everyday tasks accurately. Design ing out about famous British de-  To use research and develop design criteria to in- signer Vivienne Westwood; role- Challenge form the design of innovative, functional, appealing play being a catwalk model and [6 sessions] products that are fit for purpose and aimed at particu- lar individuals or groups. begin to think about up-cycling  To generate, develop, model and communicate outfits to make new creations. their ideas through discussion, annotated sketches, Create a ‘mood board’ for your cross-sectional and exploded diagrams, prototypes, own design and work towards pattern pieces and computer-aided design.  To select from and use a wider range of materials producing your outfits – show- and components, including textiles, according to their case these, with a commentary, functional properties and aesthetic qualities. on a catwalk in front of an invited  To evaluate their ideas and products against their audience. 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 differ- ence 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 respons- ibly.  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 de- signers, and understand the historical and cultural development of their art forms.  To improve their mastery of art and design techniques including painting.