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
3D Design
| Autumn 1 | Autumn 2 | Spring
1 |
Spring
2 |
Summer
1 |
Summer
2 |
|
| Year 7
Rotation |
Hokusai Origami | Hokusai Origami | Hokusai Origami | Hokusai Origami | Hokusai Origami | Hokusai Origami |
| Year 8 | Soap Carving | Soap Carving | Soap Carving | Soap Carving | Soap Carving | Soap Carving |
| Year 9 | Vorticism 2D | Vorticism 2D | Vorticism
3D Clay Slab |
Vorticism
3D Clay Slab |
Vorticism 3D Straw Sculpture | Vorticism 3D Straw Sculpture |
| Year 10 | Hundertwasser 2D | Hundertwasser
3D Clay Slab |
Gaudi 2D | Gaudi 3D Clay Slab | London Trip 2D | London
3D Clay Slab |
| Year 11 | Development | Clay final pieces | Externally Set Exam | Externally Set Exam | Externally Set Exam | Externally Set Exam |
Food
In Years 7 and 8 all students study Food Preparation and Nutrition for one term. They study this in rotation with Textiles and 3D Design.
Year 7 Curriculum
- Hygiene and Safety
- Basic Nutrition
- Practicals scheduled for alternate weeks (Application – hygienic food preparation, kitchen safety and preparations of 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).
Year 8 Curriculum
- Food poisoning prevention
- Health Eating/Guide. Benefits of healthy Eating and consequences of a poor diet
- Practicals scheduled for alternate weeks. (Application – high risk food poisoning prevention, preparing dishes based on the on the Eatwell Guide food groups and developing medium level food preparation skills).
- 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).
Year 9 Curriculum
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Diet through life (Nutritional needs for different groups of people).
Practical – to produce a nutritious meal for a specific target group. Evaluating dish using the nutritional computer program including star diagrams. Function of ingredients to include demonstration making short crust pastry. Practical – shortcrust pastry. Practical – quiche Making (Coagulation) Function of Eggs (Theory)
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Practical – function of eggs. Making meringue topping and lemon curd for a ready-made pastry case.
Sensory food testing and evaluation writing. Samosa (sauce making – roux, shaping gelatinization and glazing) Evaluation of practical using star diagrams. Using the process of gelatinization) Practical – Fruit Flan Gelatinization –using corn flour. Function of ingredients to include demonstration making puff pastry. Practical – Making puff pastry. Practical – sausage rolls ( safe meat preparation) |
Practical – Cake making method- creaming.
The effects of sugar in the diet. Practical – cake making – whisking (Swiss Roll). Practical – cake making – Brownies (Melting method). Practical – cake making – Rock cakes (Rubbing-in method). Exam based revision/test cake making and function of ingredients |
Raising agents – theory lesson
Raising agent-practical lesson Comparing the effects of 2 raising agents Calculating energy and nutritional values of recipes. Free choice practical – to make a simple savoury dish from a modified recipe. Free choice practical – to make a simple savoury dish from a modified recipe. Food styling –demonstration. Produce a dish of choice to feature finishing techniques. |
Mini coursework – To investigate the working and chemical properties of a given ingredient (Research)
Practical – Experiment Evaluation of Investigation. Special diets Vegetarians ( Theory lesson) Practical – free choice practical to make a simple dish for someone with a special dietary need. |
Mini coursework – To research, plan and make a healthy cultural snack product (Research)
Practical – Testing of 1 of 2 ideas Practical – Testing of 2 of 2 ideas. Plan writing Practical – under exam conditions Evaluation of mini coursework. |
Textiles
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| 7
|
ROTATION 1-About me box– students to create a textile cube that shows different textile techniques such as Hand Embroidery, Free Motion Embroidery( use of the sewing machine and Applique | ROTATION 1-About me box Refinement of textile techniques such as Hand Embroidery, Free Motion Embroidery( use of the sewing machine and Applique | ROTATION 2-About me box- students to create a textile cube that shows different textile techniques such as Hand Embroidery, Free Motion Embroidery( use of the sewing machine and Applique | ROTATION 2-About me box Refinement of textile techniques such as Hand Embroidery, Free Motion Embroidery( use of the sewing machine and Applique | ROTATION 3-About me box– students to create a textile cube that shows different textile techniques such as Hand Embroidery, Free Motion Embroidery( use of the sewing machine and Applique | ROTATION 3-About me box Refinement of textile techniques such as Hand Embroidery, Free Motion Embroidery( use of the sewing machine and Applique |
| 8
|
ROTATION 1-Sweet Box students to create a textile cube that shows different textile techniques such as Hand Embroidery, Free Motion Embroidery( use of the sewing machine and Applique ( this secures skills taught in year 7) | ROTATION 1 Sweet box Refinement of textile techniques such as Hand Embroidery, Free Motion Embroidery( use of the sewing machine and Applique ( this show mastery of skills taught in year 7) | ROTATION 2-Sweet Box students to create a textile cube that shows different textile techniques such as Hand Embroidery, Free Motion Embroidery( use of the sewing machine and Applique ( this secures skills taught in year 7) | ROTATION 2- Sweet box Refinement of textile techniques such as Hand Embroidery, Free Motion Embroidery( use of the sewing machine and Applique ( this show mastery of skills taught in year 7) | ROTATION 3-Sweet Box students to create a textile cube that shows different textile techniques such as Hand Embroidery, Free Motion Embroidery( use of the sewing machine and Applique ( this secures skills taught in year 7) | ROTATION 3- Sweet box Refinement of textile techniques such as Hand Embroidery, Free Motion Embroidery( use of the sewing machine and Applique ( this show mastery of skills taught in year 7) |
| 9
|
Conflict and Resolution– students to explore concept of masculine and feminine in military wear- PLP Camouflage- Mark making, Artists Research and Presentation skills | Conflict and Resolution
PLP construction techniques- students will make a jacket using their own dyed and printed fabrics |
Conflict and Resolution
PLP Hand embroidery creating Medals using hand embroidery techniques Artist research |
Conflict and Resolution
PLP Free Motion embroidery and Stencilling showing development of sewing machine techniques |
Conflict and Resolution
PLP Embellishments- using print and Applique to embellish their jackets |
Conflict and Resolution
PLP Refining and presenting a final outcome based on the theme |
| 10
|
Contrasts- gathering first hand research from the Urban Landscape
Recording ideas using traditional and textile based techniques such as print and embroidery |
Contrasts- developing ideas through observing manmade images and textures in the Urban landscape, print, embroidery and fabric manipulation | Contrasts– looking at the idea of Decay in the urban landscape and developing a garment based on the samples that have been produced | Contrasts- looking at the contrast of beauty and nature within the landscape and juxtaposing these ideas through sampling | Contrasts- juxtaposing the concepts of Beauty and Decay in to a piece showing a variety of techniques and processes | Contrasts- juxtaposing the concepts of Beauty and Decay Refining ideas in to a piece showing a variety of techniques and processes |
| 11 | Contrasts– juxtaposing the concepts of Beauty and Decay in to a piece showing a variety of techniques and processes | Contrasts– juxtaposing the concepts of Beauty and Decay in to a final piece showing a variety of techniques and processes | Exam project to be given by the exam board- exam to be completed before Easter | Exam project to be given by the exam board- exam to be completed before Easter | ||
| 12
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Evolution- Exploring the relation between Growth and Decay, main focus observational recording ideas, working from first hand imagery. | Evolution- Exploring the relation between Growth and Decay, main focus observational recording ideas, working from first hand imagery. Combining techniques to create developed samples | Evolution- Exploring the relation between Growth and Decay, main focus fabric manipulation and construction techniques. Looking at Art/Fashion History and using it to inspire contemporary outcomes | Evolution- Exploring the relation between Growth and Decay, main focus fabric manipulation and construction techniques. Looking at Art/Fashion History and using it to inspire contemporary outcomes | Evolution- Developing the relation between Growth and Decay, using samples and construction techniques to develop a collection of designs, prototypes that can be refined in to a fully developed final piece. Start of Related study drafts | Evolution- Developing the relation between Growth and Decay, using samples and construction techniques to develop a collection of designs, prototypes that can be refined in to a fully developed final piece. |
