Student and Parent Remote Learning Guidance available here
The Art, Design and Technology Department provides an environment where students are encouraged to work independently and collaboratively, developing an open-minded attitude towards different forms of expression.
Staff are passionate and enthusiastic with a variety of expert skills, artistic training and experiences. This allows for a unique, varied and exciting curriculum that equips students with the skills, techniques, knowledge and understanding to produce work to the best of their individual abilities.
Art, Design and Technology is a centre of innovation, creativity and craftsmanship where students thrive, expressing their individuality and originality. We offer a range of different subject specialisms which each have separate skills and challenges. We are a dedicated team that is committed to supporting student progress across all abilities and age ranges.
Alongside outstanding teaching and learning, students benefit from having access to the latest technology including 3D printers, dye sublimation system, vinyl and laser cutter and computerised sewing machines.
Students follow a Mastery Curriculum. The main objective is to ensure that all students possess the key subject specific skills needed for success at GCSE by the end of Year 9.
Schemes of work and assessment procedures ensure that all students are sufficiently challenged according to their starting points and grasp the key concepts needed for high-level success at GCSE and beyond.
During Year 7 students are introduced to the formal elements of Art and Design to include line, tone, pattern, shape, colour, texture, composition and perspective. Students will be practising skills which will include drawing from direct observation, memory and imagination.
The Mastery Curriculum is designed to allow students to scaffold skills learnt and progress to a greater degree. Projects allow a strong development of media and techniques, such as printing, painting and mixed media.
Students will develop a greater understanding and application of pattern, texture, colour and composition to their work. They will research more independently, building on their knowledge of artists' and designers' work from a more diverse range of sources, eras and cultures.
During Year 9, students build on Years 7 and 8 in a bridging year where they continue to develop the core skills needed for GCSE but this time using the 9-1 grade criteria.
Students focus on still-life and develop drawing and recording skills, experiencing a variety of media and techniques as well as focussing on traditional painting techniques. Students will be developing skills in drawing including refinement and detail to a greater degree. They will be encouraged to develop and express imaginative ideas in their visual work and develop a degree of critical awareness about their own and others’ work, with greater verbal and written awareness.
Students have a separate design and technology lesson where they complete a carousel of projects working in each of the following areas twice over the three year period:
Examples of projects completed in Year 7 and 8 include pewter casting, laser cut nightlights, healthy eating and earphone pouches as well as many more.
Students learn a range of practical skills as well as having a theoretical content. These skills include:
At the end of the three years, students are given a choice to work in one specialist area of Design and Technology so that they can further hone their skills and understanding needed for GCSE.
At Key Stage 4, we follow the AQA GCSE syllabus for Art and Photography. We consistently achieve excellent results which are well above the national average.
Dynamic observational drawing and the creative use of a wide range of technique process and media underpins the department’s success and the progressive development of skill, knowledge and understanding.
In Component 1 (portfolio) students develop responses to initial starting points, project briefs or specified tasks and realise intentions informed by research, the development and refinement of ideas and meaningful engagement with selected sources. Responses will include evidence of drawing for different purposes and needs and written annotation.
In Component 2 (externally set assignment) students respond to a starting point provided by AQA. This response provides evidence of the student’s ability to work independently within specified time constraints, realise intentions that are personal and meaningful and explicitly address the requirements of all four assessment objectives.
A new and exciting specification is delivered where students learn a basic overview of all design and technology material areas while specialising in the practical area of their choice.
Students are assessed on their knowledge of the core areas, specialist materials and on their understanding of designing and making principles. This assessment is completed as a two hour terminal examination and is worth 50% of their final GCSE grade.
The other 50% is completed as a Non-Exam Assessment task. This is a longer project completed in class where students react to a contextual challenge, designing and making a product to suit a client's want’s and need’s.
This new specification has three separate elements of assessment allowing students to demonstrate their practical ability in food preparation, cooking and styling skills but also their knowledge of nutrition.
15% - Assessment 1: The Food Investigation Assessment
A scientific food investigation which will assess the learner's knowledge, skills and understanding in relation to scientific principles underlying the preparation and cooking of food.
35% - Assessment 2: The Food Preparation Assessment
Prepare, cook and present a menu which assesses the learner’s knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food.
50% - Examination: Principles of Food Preparation and Nutrition
This component will consist of two sections both containing compulsory questions and will assess the six areas of content as listed in the course content which are: