Art & Design

KS3

In Key Stage 3 we aim to develop a plethora of art skills through experimenting with different medium that link back to the 6 Formal Elements of Design. With a primary focus on drawing skills and creativity, students get the opportunity to partake in a variety of different projects, including ones that give them insight into the Art & Design industry. Over the 3 years students will become familiar with a number of different artists and their working styles. As well as a lexicon of art related vocabulary and how to begin using it to analyse work.

Year 7 takes them through the 6 formal elements of art, the basics which makes up all artwork, spending a term on each one. Within these they explore how to analyse and evaluate artists work, share opinions and develop their own style.

Year 8 is very much split into 3 parts giving students more opportunity for creative thinking and imagination. They get the chance to look at portraiture, including their own identity. They will examine potential career opportunities within the Art industry and then recap the formal elements learnt in year 7, embedding and expanding their knowledge.

Year 9 sees students complete projects with a specific focus on the use of different mediums. While the primary skill will always be drawing technique students get the opportunity to try a variety of alternative mediums/techniques, culminating in a self-initiated project that prepares them for GCSE.

KS4

In Year 10 students begin Component 1 of their GCSE. This Portfolio is fundamentally their coursework that shall continue until Christmas break in year 11. It comprises of at least one extended theme-based project designed to developing wider knowledge and understanding of how to respond to a brief, incorporating all the Assessment Objectives necessary and preparing them for the Externally Set Assignment (final exam). This is worth 60% of their GCSE grade

In Year 11 students complete Component 1 before addressing Component 2: Externally Set Assignment. Another extended project based on a theme provided by the examination board (eduqas), culminating in a 10-hour exam (2 days of supervised sessions) in which students are expected to create an outcome/series of outcomes. This is worth 40% of their GCSE grade.

Please use this link to the Eduqas website where you can find the GCSE specification and Marking Criteria - GCSE Art and Design | Eduqas

KS5

Year 12 initially sees students complete 2 art style or genre-based projects selected at the teacher discretion, tailored to improve on the skills of the year's cohort. The year culminates with students beginning Component 1: Personal Investigation, an extended personal theme-based project worth 60% of their overall A Level grade.

Year 13 is much like Year 11 with students complete Component 1 before addressing Component 2: Externally Set Assignment. Another extended project based on a theme provided by the examination board (Eduqas), culminating in a 15-hour exam (3 days of supervised sessions) in which students are expected to create an outcome/series of outcomes. This is worth 40% of their A Level grade.

Please use this link to the Eduqas website where you can find the A Level specification and Marking Criteria - A Level Art and Design | Eduqas

Art & Design Curriculum Map

Design Technology coming soon

Food & Nutrition

KS3

In Year 7 students will develop their cutting and chopping skills. Students will learn about cross-contamination, personal and food hygiene, and pathogenic bacteria. They will carry out investigations into why we eat food and what nutrients are. This enables students to make better life choices and possess an understanding of a healthy balanced diet. Students will be introduced to different foods from around the world, most of which they would have experienced within their daily lives either eating out with family or at home.

Cross Curricular Links: Literacy (key words), British Values (co-operation and teamwork), Science (pathogenic bacteria, cross-contamination, vitamin, minerals, bone health and nutrients), Math’s (measuring, weighing, ratios and percentages) Geography (map of the world and continents)

Year 8 sees students continue to improve on core skills learnt in year 7 and develop their own life skills. Students will recap and expand their knowledge of the macro and micronutrients, as well as diseases linked to deficiencies and effects of their excesses. They will learn what constitutes a high-risk food and how to reduce bacterial growth, as well as studying the food labelling system used in the U.K. including the traffic light system and “E” numbers. Students will learn about food science and how heat can affect food caramelisation, starches (dry heat-dextrinisation+ thickening liquids gelatinization) proteins (denaturation +coagulation) Students will continue to gain knowledge in career pathways linked to cooking/hospitality. Students will learn about food science how bacteria grow, and conditions needed for bacterial growth, and temperature danger zones.  continue to gain knowledge of healthy eating.

Cross Curricular Links: Literacy (key words), British Values (co-operation and teamwork), Science (bacterial growth, cross-contamination, dextrinisation, denaturation, caramelization, gluten formation, gelatinisation, illnesses linked to deficiencies in vitamins and mineral, food fortification, and gelatinisation), Math’s (measuring and weighing)

Year 9 carries through and expands on the core and life skills from year 7 and 8. Students will start to push their own skills further with more advanced recipes and technically challenging food preparation techniques. They will improve their knowledge of food and food preparation skills, nutrition and health, food science, food safety, food choices and food provenance. Through a variety of creative and practical activities, students are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. Students will be taught to prepare and cook a range of nutritionally balanced dishes safely and hygienically. The course aims to extend students' knowledge and understanding of food, diet and health, further developing their practical skills in food preparation and different cooking techniques enabling them to make informed decisions about their own diet and food choices.

Cross Curricular Links: Literacy (key words), British Values (co-operation and teamwork), Science (gluten formation, dextrinisation, diseases linked to deficiencies in nutrients, micro-organisms) Math’s (measuring, weighing, budgeting, costings and percentages)

KS4

Year 10 students will be studying the AQA GCSE Food Preparation and Nutrition (8585). It is a practical and creative course which focuses on giving students the necessary skills and subject knowledge to provide the foundation for the NEA (non-exam assessments) and final examination in year 11.  The recipe suggestions for practical activities are examples only and may be substituted to meet the individual needs of students. Topics taught through the year are: 1. Food nutrition, and health 2. Food science 3. Food safety 4. Food choice 5. Food provenance

Cross Curricular Links: Literacy (key words), British Values (co-operation and teamwork), Science (convection, conduction, radiation, denaturation, coagulation, foam formation, syneresis, gelatinisation, dextrinisation, caramelisation, emulsification, fermentation, micro-organisms, bacterial growth and contamination, enzymes, and oxidation) Math’s (measuring, weighing, budgeting, costings, ratios and percentages), Geography (sustainability, carbon footprint and global warming)

Year 11 students will build upon and apply previous learning from KS3 and Year 10. The course includes the food investigation task, the food preparation task and revision topics for the final written exam.

Students will be expected to apply their knowledge and understanding of the specification from the Year 10 course and demonstrate a wide range of practical skills in the Non-Exam Assessment (NEA). The final written paper will assess their theoretical knowledge and understanding of the subject content of this specification. Students will have been taught a wide range of food preparation skills which have been integrated throughout the Year 10 scheme of work and linked where appropriate to the subject content. In the NEA, students must use and apply a variety of food preparation skills to achieve a range of different outcomes. The choice of recipes to demonstrate the skills will be at the discretion of the teacher, students are advised to cook recipes they are familiar with and modify/adapt these recipes to suit the needs of the assessment. Students are allowed to practise these recipes at home as many times as they want (practise is the key for success).

Food Curriculum Map

Textiles

KS3

Key Stage 3 Textiles aims to cultivate a diverse set of skills through hands-on experimentation with various textile techniques, all while fostering creativity and critical thinking. Over the three years, students will engage with a range of projects that not only enhance their technical abilities but also deepen their appreciation for the cultural and artistic significance of textiles.

Year 7

• Focus: Embroidery skills and creating artwork inspired by renowned artists.
• Activities: Students will analyse and evaluate the work of various artists, developing their personal styles and integrating these with textile techniques such as embroidery. They will explore and refine the skills necessary to become proficient in both textile and artistic methods.
• Goal: Establish a strong foundation in textile techniques and artistic analysis.

Year 8

• Focus: Advanced textile techniques and independent use of sewing machines.
• Activities: Building on the skills acquired in Year 7, students will advance to more complex techniques, including the independent use of sewing machines. They will have the opportunity to combine multiple dyeing and printing methods to create culturally inspired products. This process will enhance their critical thinking and foster a deeper understanding and appreciation of global cultures.
• Goal: Develop advanced technical skills and cultural awareness through creative projects.

Year 9

• Focus: Creating art through textiles with an emphasis on symbolism and meaning.
• Activities: Students will build on their prior knowledge from Years 7 and 8, focusing on the symbolic and meaningful aspects of their textile creations. This approach is crucial for developing their critical thinking skills and lays the groundwork for their Year 10 studies.
• Goal: Prepare students for more advanced textile work by emphasizing the importance of symbolism and critical analysis in their projects.

Our curriculum is designed to not only develop technical and critical thinking skills but also to enrich students' cultural capital, providing them with a well-rounded and insightful education in textiles.

KS4

Year 10 marks the beginning of Component 1 for the AQA Art and Design Textiles GCSE. This component, which constitutes the coursework portfolio, extends until the Christmas break of Year 11. It involves at least one comprehensive, theme-based project aimed at broadening students' knowledge and understanding of how to effectively respond to a brief. This project incorporates all necessary Assessment Objectives, equipping students with the skills required for the Externally Set Assignment. Component 1 accounts for 60% of the final GCSE grade.

Throughout this period, students will develop both technical and creative skills, engaging in a variety of textile techniques and artistic practices. They will learn to critically analyse and evaluate their own work and that of others, fostering a deeper understanding of the artistic process and enhancing their critical thinking abilities. The curriculum also emphasizes cultural capital, encouraging students to explore and appreciate diverse artistic traditions and practices.

Year 11 focuses on the completion of Component 1 before transitioning to Component 2: the Externally Set Assignment. This component involves another extensive project based on a theme provided by the AQA examination board. The project culminates in a 10-hour practical exam, conducted over two days of supervised sessions, during which students are expected to produce a final outcome or series of outcomes. These outcomes can range from fashion pieces to textile artworks, showcasing the breadth of skills and creativity developed throughout the course. Component 2 constitutes 40% of the final GCSE grade.

The Key Stage 4 Textiles curriculum is designed to nurture both technical proficiency and creative expression, preparing students for further education and careers in the textile and design industries. By the end of the course, students will have a well-rounded skill set, including advanced textile techniques, critical analysis, and an appreciation for cultural diversity in art and design.

Textiles Curriculum Map

Photography

KS5

We currently only offer Photography at A Level.

In Year 12 students are given a foundation in Photography. From being shown how the camera functions and how to take a correctly exposed picture using the triangle of exposure, to experimenting with various genres of photography. The year culminates with students beginning Component 1: Personal Investigation, an extended personal theme-based project worth 60% of their overall A Level grade.

In Year 13 students complete Component 1 before addressing Component 2: Externally Set Assignment. Another extended project based on a theme provided by the examination board (Eduqas), culminating in a 15-hour exam (3 days of supervised sessions) in which students are expected to complete the component under supervised conditions. This is worth 40% of their A Level grade.

Please use this link to the Eduqas website where you can find the A Level specification and Marking Criteria - A Level Art and Design | Eduqas

Photography Curriculum Map