“Textile arts are versatile and can transition from use to use, and that is their true genius.”

-Sandra Espinet

Pupils are encouraged to experiment and present their work in a variety of formats and fully explore all the possibilities open to them.

Key Stage 3

Year 7
Students study the work of Eduardo Paolozzi and respond by creating the letters of their own name on calico fabric through the manipulation of materials, thread, fabric paint and embellishment. Pupils work through a series of highly structured tasks that involve learning to use templates, patchwork, printing, stencilling on fabric and different stitching techniques. Designs are planned on paper first.

Year 8
Students study the work of illustrators such as Delphine Durand, Francois Chalet, Christian Montenegro, Sara Fanelli and Alexander Blue. Students analyse and respond to one of these artists by generating collages based on a character or monster. The initial explorations are then translated into fabric through the use of templates. Skills acquired include designing, fabric painting, stencilling, sponging, drawing with fabric pens, stitching and embellishment.

Year 9
This year group respond initially to the photomontage work of artists such as Maren Esdar, Jeanti, Paul Burgess, Matilde Aubier, Raoul Hausmann and Hannah Hoch. Students generate a photomontage response on paper based on one of these artists which is then printed onto transfer paper and then ironed onto fabric. Students also create graffiti-inspired designs on fabric and stencilled imagery using fabric paints and acrylics, by making a link with the artist Banksy. All three responses are stitched together and worked into with further detail and embellishment.


GCSE Textiles will enable students to explore a wide range of exciting and stimulating creative textile-based processes and techniques with a contemporary and modern approach, plus relevance to industrial practices.

pupils will build on the skills learnt at Key Stage 3, but develop and expand a broader and more sophisticated range of skills, such as machine sewing and embroidery, pattern cutting and dress making, print, paint and transfer techniques, batik, resist, dyeing, as well as fabric manipulation, appliqué and quilting, plus traditional stitch work.

Photography and ICT programmes will also be employed to expand pupils’ knowledge and development of ideas. Throughout the course, students will be encouraged to experiment and present their work in a variety of formats and to fully explore all the possibilities open to them. Pupils will develop a range of techniques necessary to fulfil the coursework and exam criteria, through their understanding of 2 and 3 dimensional textiles.

Pupils will be able to study and take inspiration from a wide variety of practising textile artists and designers, applying the knowledge learnt from these sources back into their own work. Pupils are also advised to attend life drawing sessions to enhance their understanding and to consider the curriculum enrichment annual Paris/Berlin trip if they chose.

Coursework portfolio
(60% of grade, non-exam assessment, internally assessed and externally moderated.)

Candidates are required to submit a portfolio of practical work with written analysis and annotation. This can include a mixture of the areas of study outlined above, or candidates can focus on one area. e.g. 2d or 3d. Candidates will produce a portfolio of practical work showing their personal response to starting briefs and stimuli.
Coursework is split into major projects from which your best work is presented for final assessment.

The topics can vary from year to year. Examples of previous projects include:-

  • Stitched portraits – 2 dimensional stitched portraits exploring drawing, layering, fabric manipulation, transfer printing, carbon transfer printing, hand and machine sewing.
  • Punk – 3 dimensional garment construction and pattern cutting, embellishment, fabric manipulation and tailoring. Photographic fashion

Externally set task
(10 hours, 40% of grade, preparation commences in January of Year 11)

The Exam Board OCR sets a wide choice of stimulus questions well in advance to allow meaningful preparation. Early in the main examination period candidates spend 10 hours, spread over two days to put their ideas into final execution.

Beyond Lincoln Minster School

In an increasingly competitive Higher Education market and workplace, universities and employers are not only looking for impressive grades, but also subjects which demonstrate a student’s versatility and a greater breadth of skill and interest.

Pupils who study Textiles need to have a genuine interest in the subject and be very self-motivated, working upon initiative and completing work outside the timetable structure in order to reach their full potential in response to the work of others.

Senior School Curriculum

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