Design Technology
Knowledge and Wisdom in ADT Education | Art is a visual/conceptual driver within society. It defines and manipulates meanings and signifiers through the interaction of cultures across a plethora of interactive communication platforms and exhibitions.
As a response, we challenge our students to develop their technical skills within a variety of media and processes in order for them to construct a coherent, cohesive, personalised response to any given stimuli. We also encourage students to incorporate a breadth of knowledge from a range of subjects (philosophy, history, science, psychology and sociology) in order to contextualise their thinking and add academic rigor to their outcomes. As a result a number of our students have gone onto studying the arts at prestigious establishments including; Central St Martins, Chelsea, Slade, Ravensbourne and Reading. The art department is staffed with teachers that have a passion for their subject as well as being practitioners in their own right. We also value our food curriculum which promotes diet as central to health. Our healthy eating agenda makes explicit the correlation between poor eating habits, a sedentary lifestyle and possible health risks these pose. We aim to provide a setting for important early experiences which help to develop students enjoyment of food, their understanding of the social contexts within which eating takes place, and their ability to make informed, healthy choices. |
Curriculum and Teaching and Learning Overview | Our faculty has strategised interconnecting schemes of work which develop the skills and understanding of our students year on year. We promote a multifaceted approach to the use of materials which are later conflated into mixed media developments and outcomes. This promotes confidence in the formal elements which later facilitate good outcomes at both GCSE and A-Level.
KS3 Art: Hand Textures Project, Pop Art Project, Aboriginal Project and Picasso Project · Observational drawing · Scaling up · Mixing and applying paint · Directional shading · Art movements/artists (Pop Art, Aboriginal, African, Impressionism and Photo-realism) KS3 Textiles: Textiles Techniques. Embroidery Applique Techniques · Hand sewing · Free-motion embroidery KS3 3D: Origami Project and Soap Carving Project (one project per term per year) · Soap Carvings · Straw constructions · Origami · Art movements/artists (Hokusai) KS3 Food: Healthy Eating · Diet and good health · Hygiene and safety · Food preparation skills · Functions of ingredients · Cooking methods KS4 Art: Townscapes Project · Photography · Observational drawing · Painting · Monotone/duo-tone printing · Artists (Gaudi Hundertwasser) · Trips (Embankment Tate Modern) KS4 Textiles: Garments · Embroidery · Printing · Dying · Mark-making KS4 3D: Structures Project · Straw sculptures · 3D clay slabs/sculptures · Maquettes · Cardboard relief · Group sculpture · Artists/art movements (Vorticism Gaudi Hunderwasser) KS5 Art: Political Art Project · Political art project · Challenge ideas through the artistic process · Contextualise work with other artists/thinkers · Main sketchbook · Mark-making sketchbook · Prep sketchpad · 3,000 word essay · 1500 word annotation
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Learning beyond the classroom | We offer extensive support within the ADT faculty where students are encouraged to attend lunchtime sessions which run on a daily basis. We also run after school clubs in order to accommodate students that can’t attend at lunchtimes. We take students on research gathering trips to London Embankment as well as the Tate Modern and the National Portrait Gallery. Parents are encouraged to visit art exhibitions across the country, encourage their children to draw as a form of recreation and watch art based programmes/documentaries to enable a good grasp of Art History which will enable coherent written work and annotation throughout their art education.
Links to art based programmes/podcasts: |
Curriculum Overview
Food
At key stage 3, students in year 7 and 8 students study the subject, Food Preparation and Nutrition for one term. After this time, they will undertake the study of two other subjects in Design Technology such as Textiles and 3D Design. In year 9, students can opt to take an introductory course in Hospitality and Catering for consideration for year 10 onwards.
Year 7 – Food Preparation and Nutrition
Lessons are based on the three key topics:
- Hygiene and Safety
- Function, care and use of kitchen equipment
- Basic Nutrition and referring to the Eatwell Guide to identify various food sources
of the nutrients covered.
The practicals are scheduled for alternate weeks where possible to give students opportunities to apply their knowledge to prepare and cook/bake simple healthy dishes.
- Fruit Salad (Safe Knife Skills)
- Blended Soup (Safe use of small equipment)
- Pizza Toast (Safe use of grill)
- Breakfast Muffins (Oven safety).
- Organised Christmas Bake-Off – (Product to be determined with the class who happen to be on the first term rotation for Foods
Year 8 – Food Preparation and Nutrition
Lessons are based on the three key topics:
- Food poisoning prevention based on the 4C’s and correct temperatures for
storing and cooking high risk foods.
- Reviewing the Healthy Guide to include of consequences of a poor diet and
identifying macro and micro nutrients within the food groups.
- Investigating the key nutritional needs of individuals at different stages of the life
cycle.
The practicals are scheduled for alternate weeks where possible to give students opportunities to apply their knowledge of the Eatwell Guide to prepare and safely cook dishes containing high risk ingredients and healthy snacks or dishes to develop medium level food reparation skills. Students will be required to write and evaluation of one of their practicals and include points about the functions of ingredients used.
- Chicken Goujons/Scotch Eggs (Safe meat or poultry preparation to make a protein snack)
- Tuna Pasta bake (basic sauce making using vegetables, starchy food and fish)
- Dutch apple cakes (Making small cakes using the creaming method to include fruit to improve fibre content).
- Bread making (Bread making process and using ingredients from a range of food groups to make a wholesome pizza).
- Organised Christmas Bake-Off – (Product to be determined with the class who happen to be on the first term rotation for Foods).
Year 9 Creative Curriculum – Hospitality and Catering
Taster lessons are based on some of the topics that would be studied at Key stage 4 for the Level 1/ 2 Vocational course in Hospitality and Catering. During the last term students will be engaged in 2 projects, the first will be a mini event planning and the other a Bake – Off event to help students develop work based transferrable skill such as, problem solving, organisation, planning, time management, team work as well as verbal and written skills. Assessments will take the form of ‘End of Unit’ Knowledge Check’ questions along with the applications of food safety and skill/techniques demonstrated during practical work.
Theory Lessons will be based on the following topics
- Introduction to the course Hospitality and Catering
- The structure of the Hospitality and Catering Industry
- Food Safety
- Commercial Kitchen Equipment – type care and use including comparisons with domestic kitchen equipment
- The Roles and responsibility of the kitchen brigade
- Menu Planning – factors to be considered
- Review of macro and micro nutrients with application to menu planning, including issues arising from nutrient excess or deficiency
- Life cycle nutritional needs when planning menus
- Catering for special dietary needs in menu planning
- Types of menus (including French terminology)
- Healthy Cooking methods – The impact of cooking on the nutritive value of food.
- Event planning ad presentation of ideas.
- Catering for customers’ organoleptic needs in menu planning
- Bake off – event tasks (Cultural cuisines including fusion cooking research, generating and developing product ideas, time planning, trialling and the bake- off).
Practicals lessons are based on topics highlighted for the theoretical component of the course. Specific dishes not stated will be determine with the class.
- Meat or Poultry preparation
- Students will work in teams to prepare a balanced meal
- Pasta making e.g. ravioli
- Pastry making
- Christmas treat to be determined
- Vegetable preparation – stir Fry
- Fruit based dessert method of making to be determined
- Vegan or vegetarian dish to be determined
- Cultural Snack Bake –Off Event to include trialling of ideas.
Year 10 – Hospitality and Catering (WJEC Vocational Award – Level 1 / 2)
This vocational course is based on two units. Unit 1 covers – The Hospitality and Catering Industry and Unit 2 – Hospitality and Catering in Action. Topics to be covered are as stated in the students’ Study and Revision Guide by Anita Tulls (ISBN – 9781912820177).
Unit 1: The Hospitality and Catering Industry
- The Hospitality and Catering Industry
- Job requirements and working conditions in the hospitality and catering provisions
- Operational activities in the kitchen
- The operation of the front of house
- Meeting customers’ requirements
- Personal safety: Responsibilities of the employees and employers
- Food-related causes of ill health
- Food allergies and intolerances
- Food safety legislation
- Role and responsibilities of the Environmental Health Officers
- Hospitality and catering provision for specific requirements
At the end of year (i.e. June) student will complete an external exam which is worth 40% of the total exam mark.
Year 11 – Hospitality and Catering (WJEC Vocational Award – Level 1 / 2)
The second unit of the course will be Unit 2: Hospitality and Catering in Action. Work completed for this unit will take the form of a controlled assessment or coursework. Students will be required to prepare, cook and present nutritional dishes based on brief as well as complete written evidence to reflect understanding of the following topics
- Nutrients and water
- Nutritional needs of specific groups
- Menu Planning
- Menu Planning: Meeting customer needs
- Production of dishes for a menu
- Commodities
- Techniques used to present commodities: Cooking and presentation methods
- 3 hour Practical Exam – Assessment of Unit: Preparing for the Controlled Assessment
The total marks allocated for unit 2 is worth 60% of the total exam grade. Date of the final practical exam is pending decisions arising out of the Summer 2021 Adaptions in wake of Covid – 19 impact on learning.
Textiles
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
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Rotation- Sweet Wrappers– Students will use the work of Lucy Sparrow to inspire the creation of a 3D felt sweet wrapper. This will enable students to practice using templates and hand embroidery techniques | Rotation- Sweet Wrappers– Students will use the work of Lucy Sparrow to inspire the creation of a 3D felt sweet wrapper. This will enable students to practice using templates and hand embroidery techniques | Rotation- Sweet Wrappers– Students will use the work of Lucy Sparrow to inspire the creation of a 3D felt sweet wrapper. This will enable students to practice using templates and hand embroidery techniques | Rotation- Sweet Wrappers– Students will use the work of Lucy Sparrow to inspire the creation of a 3D felt sweet wrapper. This will enable students to practice using templates and hand embroidery techniques | Rotation- Sweet Wrappers– Students will use the work of Lucy Sparrow to inspire the creation of a 3D felt sweet wrapper. This will enable students to practice using templates and hand embroidery techniques | Rotation- Sweet Wrappers– Students will use the work of Lucy Sparrow to inspire the creation of a 3D felt sweet wrapper. This will enable students to practice using templates and hand embroidery techniques |
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Rotation- Crisp Packets– Students will use the work of Holly Levell to inspire the creation of a 3D felt Crisp packet. This will enable students to practice using templates and the sewing machines. | Rotation- Crisp Packets– Students will use the work of Holly Levell to inspire the creation of a 3D felt Crisp packet. This will enable students to practice using templates and the sewing machines. | Rotation- Crisp Packets– Students will use the work of Holly Levell to inspire the creation of a 3D felt Crisp packet. This will enable students to practice using templates and the sewing machines. | Rotation- Crisp Packets– Students will use the work of Holly Levell to inspire the creation of a 3D felt Crisp packet. This will enable students to practice using templates and the sewing machines. | Rotation- Crisp Packets– Students will use the work of Holly Levell to inspire the creation of a 3D felt Crisp packet. This will enable students to practice using templates and the sewing machines. | Rotation- Crisp Packets– Students will use the work of Holly Levell to inspire the creation of a 3D felt Crisp packet. This will enable students to practice using templates and the sewing machines. |
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Under the Sea-
Exploring mark making techniques on paper and fabric inspired by the Sea |
Under the Sea–
Develop free motion embroidery skill on the sewing machines developing idea for a Sea themed Tote bag |
Under the Sea– Developing and refining ideas for final Tote bag design | Coral Reef– looking and exploring the work of Yellena James through textiles sampling | Coral Reef– using the sewing machines and other processes to develop a 3D Coral Pieces | Coral Reef- refining ideas gained from experimenting and artist research into a Coral themed final piece |
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Nature-
Students to develop ideas based on the textures of trees. They will develop their skills using the sewing machines to create textural samples |
Nature-
Students to develop ideas based on the textures of trees. They will develop their skills using the sewing machines to create textural samples leading to the creation of tree sculpture |
Nature- students to further their idea development looking at Lichen and Moss. They will then use a further range of techniques to create samples inspired by a variety of artists | Nature- students to further their idea development looking at Lichen and Moss. They will then use a further range of techniques to create samples inspired by a variety of artists | Nature– students to further develop and refine their ideas leading towards the design and prototyping of their final outcomes in costume design or sculpture. | Nature– students to further develop and refine their ideas leading towards the design and prototyping of their final outcomes in costume design or sculpture. |
11 | NEA- Coursework project, students will be working to complete their coursework projects, creating outcomes and refining ideas | NEA- Coursework project, students will be working to complete their coursework projects, creating outcomes and refining ideas | Exam Project- Exam project the title is given by the exam board- exam to be completed before Easter | Exam Project- Exam project the title is given by the exam board- exam to be completed before Easter | Summer Exam Period | |
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Skills/ Contextual project–
Students will carry out 2 projects to build subject knowledge and skills, these will include fashion & cultural history and a skills project based on under the sea. |
Skills/ Contextual project-
Students will carry out 2 projects to build subject knowledge and skills, these will include fashion & cultural history and a skills project based on under the sea. |
NEA- Coursework project, students will be working to develop ideas for their coursework project through experimenting and developing practical skills supported by research | NEA- Coursework project, students will be working to develop ideas for their coursework project through experimenting and developing practical skills supported by research | NEA- Coursework project, students will be working to develop ideas for their coursework project through experimenting and developing practical skills supported by research | NEA- Coursework project, students will be working to develop ideas for their coursework project through experimenting and developing practical skills supported by research
Related Study |