Art, Design and Technology (ADT)

Art, Design and Technology provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personally relevant and developmental in nature. Within the Design and Technology aspects of the curriculum, the focus is to give students an opportunity to study a breath of materials, metals, plastic and woods and to prepare them with the practical skill for the Design Technology GCSE. Furthermore, the curriculum encourages students to explore real life problems through design and modelling and find feasible solutions to enhance people’s lives.

Key Stage 3

At Key Stage 3 Pupils receive on average two hours per week (78 hours per year) across the curriculum, which is shared between:

  • Art and Design
  • Resistant Materials
  • Food and Nutrition

Art and Design - Content

In year 7, students investigate, colour, texture and design centred around two “Art Heroes”:

  • Jared K Nickerson
  • The Boyle Family.

In year 8, students explore media through graphic images and pattern development in the style of Craig Redman.

In year 9, students complete an introductory assignment looking at the design work of Ed Hardy. In their second assignment they investigate their own identity.

Design Technology - Content

In year 7, students learn and develop key baseline skills through a set of projects and experiences of materials and machinery in a safe and structured environment. This includes:

  • Health & Safety procedures
  • Working with hand tools
  • Working with workshop machinery
  • Introduction to CAD (Computer Aided Design) and CAM (2D design and laser-cutter)
  • Working with softwood, aluminium and MDF (through practical work and research)
  • Wind Chime Project.

In year 8, students continue to develop skills in CAD and CAM gaining knowledge of the properties of plastics. The students conduct a Clock Project based upon these key skills.

Year 9: Iterative Design Project (Desk tidy) Analysing existing products Analysing the needs of the end users and other stakeholders Designing a public space product to suit students, and staff. The skills year9 practice are modelling, evaluating and remodelling. This project requires pupils to work as a team.

Food and Nutrition - Content

Students will gain the theoretical knowledge of food preparation and nutrition. They will grasp a wide range of practical skills that will enable them to prepare, cook and present food.

In Year 7, students investigate:

  • Health and Nutrition
  • The “Eat Well Plate”
  • Basic food skills
  • Hygiene and working with meat.

In Year 8, students explore world foods, looking at culinary delights across different cultures.

In Year 9, students look at food choices, various dietary needs and menu planning.

Key Stage 4 -  Year 10 & 11


AQA GSCE Food, Nutrition and Health

During Year 10 the pupils will have five commodities they will study in depth. These will be:

  • Food Safety
  • Food Nutrition
  • Food Provence
  • Food Science
  • Food Choice.

Students will study one commodity per half term and will cook dishes related to each commodity weekly. At the end of each half term, the pupils are given a brief related to the commodity where they must research, plan and cook a dish of their own choice which relates to the brief. They will also undertake an experiment-based practical task where we will plan an experiment with background research, variations and hypothesis before completing the experiment and recording the findings.

Throughout year 10 there are a range of educational visits to gain knowledge about food production.

During year 11 the pupils will complete their two coursework pieces and continue to revise for their exam. They will begin with their 15% experiment coursework where they will plan their own experiment with detailed back ground research, variations and hypothesis before completing the experiment, recording their findings and concluding their experiment. They will then go on to complete their 35% coursework. Pupils are given a brief where they will have to research in detail the key points of the brief before planning and making a three-course-meal. Their planning will include trial recipes, reasons of choice, shopping list, equipment list and time plans. They will prepare, cook and present their three course meal within a three-hour silent exam. Once this is complete, students will evaluate their meal. To complete the course, the pupils will be refreshed of all commodities taught in year 10. This will mostly be through theory lessons but some practical lessons will be included to revise visually for their exam.


Design Technology

Design and technology is part of everyday life and is constantly evolving. Key Stage 4 concentrates on developing practical skills within a particular material area, allowing students to manufacture high quality outcomes. They’ll learn about commercial processes and careers in related industries, as well as developing core transferable skills, such as collaboration and communication.

AQA GCSE Design and Technology Year 11

Specialist Areas: Wood

In Year 10, the focus of study is on small designs and projects covering a variety of media. The core units for the external exam are also covered during year 10.

The end of Year 10 and autumn term of Year 11 are used for the manufacture of their final outcome. Students are encouraged to demonstrate highly demanding practical skills and produce a refined professional finish on their final outcome. Outcomes are tested and evaluate against design and manufacturing specifications. Students are encouraged to compare their work to the work of commercial manufactures and make constructive comments.

Year 11 Spring term is used for examination preparation and revision.

As part of this course students have the opportunity to visit Rolls-Royce, the University of Derby Degree Show and Nottingham University’s Engineering Department.

Art and Design

AQA GCSE Art and Design

GCSE Art and Design provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personally relevant and developmental in nature.

This two-unit specification enables students to develop their ability to actively engage in the processes of Art and Design – to build creative skills through learning and doing, to develop imaginative and intuitive ways of working and develop knowledge and understanding of media, materials and technologies in historical and contemporary contexts, societies and cultures.

Assessments for the GCSE course are completed through two units:

  • Unit 1: Portfolio of Work (Controlled Assessment), which makes up 60% of the course.
  • Unit 2: Externally Set Task, which makes up the remaining 40% of the course.

In Year 10, during the autumn term, the students investigate a range of primary and secondary research. They draw from first-hand observation looking at the form, structure and surface texture of natural forms such as bones, fossils, shells, fruit, vegetables, nuts and seeds.

In the spring term, the students investigate sources such as work of artists, craftspeople and designers to stimulate the development of designs.

In Year 10, during the summer term (and during the Year 11 autumn term), the students start a sustain project looking at identity. The students will research appropriate sources and consider a range of solutions. They will develop working drawings, refining and recording ideas prior to construction. Students will need to record the progression of ideas with written annotations, observations and insights.

The final piece of the course could be full-sized. The students will write and evaluation at the conclusion of their creative journey to explain how their work is a suitable and meets the brief outlined by the exam board.

There is a ten-hour sustain work examination in Art. The students start to prepare for this during the Year 11 spring term. They exhibit their work at the end of year 11.

WJEC Level 1 and Level 2 Awards in Planning and Maintaining the Built Environment

WJEC Level 1 and Level 2 Awards in Planning and Maintaining the Built Environment offer a learning experience that focuses learning for 14-19 year olds through applied learning - i.e. acquiring and applying knowledge, skills and understanding through purposeful tastes set in sectors or subject contexts that have many of the characteristics of the real work.

Each qualification is built from discrete units, but allows for both synoptic learning and assessment. Each unit has an applied purpose which acts as a focus for the learning in the unit. The applied purpose is the vehicle through which the learning contained in the unit is made relevant and purposeful. It is also the means by which learners are enthused, engaged and motivated to study sustainability and its relationship to the planning and maintenance of the built environment for the benefit of communities. The applied purpose provides the opportunity for authentic work related learning, but more than, but more than this, it will require learners to consider how the use and application of learning impacts on individuals, employers, society and the environment. The applied purpose also enables leaners to lean in such a way that they develop:

  • Skills required for independent learning and development
  • A range of generic and transferable skills
  • The ability to solve problems
  • The skills of project based research, development and presentation
  • The fundamental ability to work alongside other professionals, in a professional environment
  • The ability to apply learning in vocational contexts

The qualifications have been devised around the concept of a ‘plan, do, review’ approach to learning, where learners are introduced to a context, review previous learning to plan activities, carry out activities and review outcomes and learning. This approach mirrors many work related activities in the planning and design of the built environment and also provides for learning in a range of contexts thus enabling learners to apply and extend their learning. As such, the qualification provides learners with a broad appreciation of work in planning, suitability and designing and maintaining the built environment for the benefit of communities and wider opportunities for progression into further education, employment or training.