Weaving and Textiles

---

Concepts

This study delivers 1 primary concept and 1 secondary concept.

Primary concept: Materials and Making (AD-KS1-C001)

Type: Skill | Teaching weight: 2/6

Understanding that different materials have different properties and can be used in different ways to create artworks and products. Pupils learn that choosing an appropriate material is part of the creative process and that materials can be combined, transformed and manipulated. Experimenting with materials builds both practical skill and creative understanding.

Teaching guidance: Provide a rich range of materials including paper, card, fabric, clay, natural materials and found objects. Set open-ended making tasks that allow pupils to choose materials for a purpose. Discuss why different materials have been chosen and what effect they create. Include collage, modelling, weaving and construction activities alongside drawing and painting. Key vocabulary: material, texture, surface, clay, fabric, paper, card, collage, model, construct, join, shape, form Common misconceptions: Pupils sometimes believe that art is only about drawing or painting. Broadening activities to include three-dimensional and tactile making helps correct this. Some pupils may think they have 'done it wrong' if their work looks different from a model; teachers should emphasise that different outcomes from the same materials are valuable.

Differentiation

Model response (Entry): I scrunched the tissue paper to make a flower shape and stuck it onto card. The tissue paper is soft and you can see through it. The card is stiff and holds the flower up.

Model response (Developing): I chose cotton wool for the sheep's body because it looks fluffy like real wool. I used sandpaper for the face because it is rough like a sheep's skin. I chose materials that feel like the real textures.

Model response (Expected): I tore blue and white tissue paper into strips and layered them with PVA to create translucent wave shapes. I added string coated in paint to show the spray. I crumpled foil for the rocks. Tearing rather than cutting gives ragged edges that look like waves. The layering makes the sea look deep and the shiny foil contrasts with the soft paper.

Secondary concept: Visual Elements: Colour, Pattern, Texture, Line, Shape, Form and Space (AD-KS1-C005)

Type: Knowledge | Teaching weight: 1/6

The formal elements of art are the building blocks used by artists to construct visual compositions and communicate meaning. Colour carries emotional associations and creates harmony or contrast. Pattern involves repetition of motifs. Texture describes the surface quality of a material. Line can be expressive, directional or descriptive. Shape is two-dimensional and form is three-dimensional. Space refers to areas within and around forms. Understanding these elements gives pupils both a creative toolkit and a vocabulary for discussing art.

Differentiation

---

Thinking lens: Structure and Function (primary)

Key question: How does the structure of this thing enable or explain what it does? Why this lens fits: Each formal element serves a specific expressive or compositional function; teaching pupils to name and deploy them intentionally builds understanding of how visual structure creates meaning. Question stems for KS1:

What shape is it? Why do you think it is that shape?

What job does this part do?

What would happen if this part were a different shape?

Can you find something else that does the same job?

Secondary lens: Patterns — Colour, pattern, texture, line, shape and form are all instances of visual regularity and variation — recognising, comparing and manipulating these elements is fundamentally pattern-based cognitive work.

---

Session structure: Creative Response

Creative Response

A creative arts or writing sequence that develops technique through exposure to exemplary work, guided exploration of techniques, structured planning, independent creation, and peer critique. Balances creative freedom with technical skill development.

exemplar_exposure → technique_exploration → planning → creating → critique Assessment: Final creative outcome (artwork, design, written piece) accompanied by a reflective evaluation discussing techniques used, influences, and areas for development. Teacher note: Use the CREATIVE RESPONSE template: show children examples of artwork or creative writing that inspire curiosity and excitement. Let them explore materials and techniques through play and experimentation. Support them in planning what they want to make, then give them time to create. Encourage them to talk about what they made and what they like about it. KS1 question stems:

What do you notice about this artwork or writing?

What materials or colours will you use?

Can you tell me about what you have made?

What is your favourite part? Why?

---

Art focus

Medium: textiles Techniques: simple weaving, card loom making, yarn selection, pattern planning Visual elements: pattern, colour, texture

---

Why this study matters

Simple weaving on a card loom introduces textile work while teaching pattern (over-under repetition) and fine motor coordination. Weaving is inherently mathematical -- it is a visual demonstration of repeating patterns. Using different coloured yarns creates stripes and checks, connecting colour to pattern in a direct, hands-on way. The finished woven piece is functional and satisfying.

---

Pitfalls to avoid

Warp threads too close together -- space them at least 1cm apart for small fingers

Pulling weft too tight -- sides cave in; teach gentle tension

Losing the over-under pattern -- use contrasting colours to make the pattern visible

---

Cross-curricular opportunities

---

Vocabulary word mat

Prior knowledge (retrieval plan)

Pupils should already know the following from earlier units:

---

Scaffolding and inclusion (Y2)

---

Knowledge organiser

Key terms:

weave

warp

weft

loom

textile

pattern

over

under

tension

Core facts (expected standard):

Materials and Making: Experimenting with how materials can be changed, combined and manipulated to create specific visual or tactile effects, making deliberate creative choices.

---

Graph context

Node type: ArtTopicSuggestion | Study ID: TS-AD-KS1-009 Concept IDs:

AD-KS1-C001: Materials and Making (primary)

AD-KS1-C005: Visual Elements: Colour, Pattern, Texture, Line, Shape, Form and Space

Cypher query:

``cypher

MATCH (ts:ArtTopicSuggestion {suggestion_id: 'TS-AD-KS1-009'})

-[:DELIVERS_VIA]->(c:Concept)

-[:HAS_DIFFICULTY_LEVEL]->(dl)

RETURN c.name, dl.label, dl.description

``

---

Generated from the UK Curriculum Knowledge Graph — zero LLM generation.