A Level Textile Design

Introduction – why choose this subject?

Students have the opportunity to develop and express their creativity and ideas through a range of artistic areas within textile design. They also have the chance to nurture transferrable skills, which are valued in a range of sectors. As well as specific skills related to competence in art and design, the study of this subject is widely credited with nurturing problem-solving skills, visual analysis, the ability to find creative solutions and make critical judgements, and the capacity to work outside your comfort zone. A Level Textiles Design offers opportunities to use your creativity to express yourself and record the world in which you live. You will develop your understanding of creative processes, your ability to observe and think, to solve problems and communicate in a visual, verbal, and written way. It will enable you to work independently and to make your own discoveries by exploring ideas, other artists’ work and different materials and techniques.

How is the course assessed?


Unit 1 Personal Investigation 60%

The personal investigation consists of two integrated constituent parts: 1. a major in-depth critical, practical and theoretical investigative project/portfolio and outcome/s based on themes and subject matter that have personal significance; 2. an extended written element of 1000 words minimum, which may contain images and texts and must clearly relate to practical and theoretical work using appropriate working vocabulary and specialist terminology


Unit 2 The Externally Set Assignment 40%

The Externally Set Assignment consists of two parts:

  • Part 1: Preparatory study period
    • The externally set assignment materials are to be released to learners from 1 February (in the second year of the course) and will consist of a series of visual and written stimuli, which are to be presented to the learner at the start of the preparatory study period. One of the stimuli is to be selected by the learner and used as a starting point from which to elicit a personal response.
    • Responses are developed during the preparatory study period. They should take the form of critical, practical and theoretical preparatory work/supporting studies which inform the resolution of ideas in the 15 hours sustained focus study.
    • The start of the preparatory study period is defined as the date upon which the externally set assignment materials are presented to the learner. The preparatory study period may commence on or after 1 February. The preparatory study period finishes upon commencement of the sustained focus work.
  • Part 2: 15 hour period of sustained focus work
    • The resolution of learners’ ideas from the preparatory work must be completed during the designated 15 hours and they must show how their planning relates to the outcome/s.
    • The period of sustained focus work must be completed under supervised conditions.


Equipment and resources will be provided by the school using, a voluntary contribution can be made at the start of the year 12 programme.

Homework and learning outside the classroom

  • Drop-in sessions are available multiple times a week
  • Visits to local art galleries and museums including a visit to the Yorkshire Sculpture Park.
  • Homework tasks will be set on a weekly basis and students should be completing an extra 5 hours outside of lessons.

KS3 Design and Technology

KS4 Design and Technology

KS5 Design and Technology

Allerton High School
King Lane, Leeds
West Yorkshire LS17 7AG
ssat ssat Leading Edge Healthy Schools Ofsted