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25-33 Bow Road, London, E3 2AE0208 981 1131

Art, Design and Technology

Art and Design at CFGS plays a vital role in allowing curiosity, creativity and self-expression to develop alongside confidence and critical thinking.  Our curriculum is designed to engage, inspire and challenge students to achieve well, equipping them with the knowledge and skills to experiment, create their own works of art and to have confidence in expressing their own ideas.   Students engage with the process of making work that is in response to; and inspired by their interpretations of a diverse range of artists, designers and crafts people from different times and cultures.  There curriculum contributes significantly to students spiritual, moral, social and cultural development.  
The taught themes aim to create successful learners who have an understanding of how art impacts and enhances our society and surroundings by learning about great artists, craft makers and designers and understanding the historical and cultural development of their art forms.  High priority is given to analysing and evaluating artworks using the language and this is often through discussion and written work which supports development of critical thinking skills.
 
Each scheme of learning has a clear progression of skill that builds on prior learning.  The skills taught include observational drawing and painting using a range of materials as well as printmaking, ceramics and sculpture with increasing mastery across the key stages.  Students have the opportunity to produce creative artwork by exploring their ideas and recording their experiences. 
 

KEY STAGE 3 ART AND DESIGN

The art and design curriculum aims to ensure that all pupils produce creative artwork.  Students are taught to develop their creativity and ideas and increase their proficiency in using materials and processes over time.  Students are taught how to evaluate and analyse creative works through which they develop a critical understanding of artists, crafts people and designers.  This supports them to express reasoned judgements that can help to inform their own ideas. 

 

Art education is about:

Exploring and Developing Ideas (Understanding Art and Researching Ideas)

  • Record from experience and imagination
  • Develop and select ideas
  • Collect visual and other information to help develop ideas
  • Research artists, craftspeople and designers in the wider world

Investigating and Making Art, Craft and Design (Experimenting)

  • Investigating qualities of materials and processes
  • Design and make images and artefacts

Evaluating and Developing work (Making)

  • Discuss, review different ideas and methods
  • Adapt and develop own work

Knowledge and Understanding (Technical Skill)

  • Visual and tactile qualities
  • Develop control of tools and techniques

Students are taught:

  • To use a range of techniques including drawing from first / second hand sources, photography and work in other media to record their observations as a basis for exploring their ideas
  • To be able to use a range of techniques and processes including drawing, painting, print-making, ceramics, photography and sculpture and to become more proficient in their handling of these materials across each year of study. 
  • To analyse and evaluate their own work, and that of others, in order to strengthen the visual impact, the execution of ideas and to understand how to refine work through improvement tasks. 
  • About the history of art, craft and design from a range of historical times and cultures including major movements and present day.

Although assessment in Art and Design is holistic, drawing upon each of the strands, it is helpful in assessing pupils to reflect on the four strands separately.  This ensures assessment is always focused and specific.  Each project will be assessed both formatively and summatively based on the four strands.

 

Formative assessment will take place during lessons and will inform teaching and learning and monitoring of student progress.  Strategies include:

•            Develop student’s skills in peer and self-assessment.

•            Student’s assess own progress objectively using the strands and increasingly become independent learners.

•            Teachers share objectives and success criteria with students and allow for and plan assessment conversations.

•            Teachers model assessment for students using a language and process which illustrates how assessment seeks to interpret and apply criteria.

Summative assessment will take place at the end of a project and will contribute to monitoring student progress toward end of key stage targets.     

Students have 100 minutes of lessons in Year 7 and 150 minutes in Year 8 and Year 9 across a two week timetable.

 

KS3 OVERVIEW AND ASSESSMENTS

TERM YEAR 7 YEAR 8 YEAR 9
Autumn Term 

FORMAL ELEMENTS – PORTRAITURE

- Understand how to use the formal elements of line, tone and colour (theory). 

- Learn how to collect research to inspire own ideas by exploring pattern. 

- Create a self-portrait that shows application of processes. 

- Develop critical understanding through the context of portrait artists including Frida Kahlo, Francoise Nielly, Minjae Lee, Kehinde Wiley and Kara Walker.

- Develop knowledge of the silhouette and create a self-portrait in response to the artists (Black History Month)

- Learn about proportion and enlargement when creating own self-portrait.

Assessment

A self-portrait that shows understanding of proportion and application of the formal elements of line, tone, colour and pattern.

STRUCTURES AND MAPPING

- Understand how to use perspective and make drawings from observation.

- Explore the formal elements by investigating the work of Brian Alfred and David Hepher and create own responses.    

- Learn about the history of Bow including the suffragettes and the match factory and present this in visual mind-maps.

- Gain knowledge of architect David Adajae. 

- Learn how to create a reduction print using own photograph images as inspiration. 

- Respond to work of Ciara Phillips.

 

- Explore Ndebele artwork and architecture and create 3-D models in response.  

Assessment

Students are assessed holistically on their skills in using drawing, painting and printmaking to show their understanding of the formal elements. 

PEACE AND CONFLICT

- Investigate symbolism in propaganda posters and compare this to contemporary artists such as Shepherd Fairey.

- Create painted responses that show developed application of the formal elements.

- Explore Picasso’s Guernica and learn how to make a 3-D collaborative response.

- Investigate Banky and how his work can portray a message, create own responses to this by learning how to stencil.

- Develop an artwork that expresses own personal ideas and includes text and symbols. 

- Refine skills in using ceramics through responses to the Benin bronzes.  (Black History Month). 

Assessment

Students are assessed on how they can develop their own ideas in response to artists and how they can use colour, text and symbols within their own protest artwork. 

Spring Term 

NATURAL FORM

-  Develop skills in drawing from observations of natural form e.g. fruit using the formal elements.

- Gain further knowledge of how to use materials to show marks, textures and patterns.

- Analyse the work of artist’s Kate Malone and Courtney Mattison, understand the making process and consider the message their work may portray about the environment.

- Improve research skills by collecting images linked to natural forms and patterns and use this to develop own idea. 

– Learn how to create a ceramic tile using surface texture and decoration techniques and consolidate this further by making a vessel in response to the artists.

Assessment

A ceramic vessel that demonstrates proficiency in using materials, techniques and processes to portray own ideas in response to the artists. 

BODIES & ALTERNATIVE PORTRAITURE

- Development of how to use tonal colour when painting skills and how to use proportion through responses to Jenny Saville.

- Respond to Louise Bourgeois by creating observations of internal organs through drawing and watercolour painting.

- Further exploration of ceramics by creating a 3-D heart. 

- Investigate the work of Georgie Meadows and consider how we think of the older generation. 

- Create textile portraits in response to the artist’s work to develop skills in transferring images and sewing. 

Assessment

Student’s technical and making skills are assessed including their painting, ceramics and textiles based responses to the artists. 

PATTERN AND PRINT-MAKING

- Investigate natural patterns and apply further knowledge of mono-printing in response to artists.

- Develop acrylic painting skills and show how to use colour and texture in response to images of the natural world.

- Explore colour, shape, pattern and composition through responses to Beatriz Milhazes.

- Learn how to create a sustained textile response through reduction printing and development of sewing techniques. 

Assessment

A textiles based artwork that shows proficiency in using reduction printing and development of embroidery and applique skills.

Summer Term 

MICROCOSMOS –

-  Develop observational and practical skills by creating tonal drawing, water-colour paintings of insects and butterflies.

- Respond to artist Louise Bourgeois and create own response using textile techniques and processes.

- Gain further knowledge of how to use colour and pattern in through exploration of Damian Hirst’s work.

- Learn how to create mono-prints to show effective use of line and mark-making. 

- Create a wire sculpture inspired by the artists studied.

Assessment

Students are assessed holistically on their drawing, painting and printing skills.  A wire sculpture that shows understanding of how to manipulate materials is also assessed. 

OBJECTS AND MEANING

- Observations of still life and development of painting skills using colour and tone, gain further understanding of composition.

- Explore historical paintings including Dutch Vanitas and Cubism and create responses through painted studies and photographic collages.

- Investigate contemporary painting eg Lisa Milroy, Michael Craig Martin with opportunities to work collaboratively.

- Gain knowledge of sculptural artists including Louise Nevelson and Christo and create personal responses to their work.

Assessment

Students are assessed on their ability to show perspective as well as their use of the formal elements within their painting. 

IDENTITY

 - Investigate identity through experimental photography, analyse contemporary artists such as Paul Butler and apply knowledge to create individual collage works.

 - Develop skills in photography and textile processes such as embroidery to create mixed media pieces in response to artist Maurizio Anzeri.

 - Experiment and refine watercolour techniques in relation to current painter Agnes Cecile.

- Explore own ideas about identity and how to combine this with artist research to develop experience of GCSE Art expectations.

Assessment

A portrait about identity embodying techniques from artists researched; such as textiles, collage, painting.

 

ENRICHMENT OPPORTUNITIES AT KEYSTAGE 3

The art and design department works in collaboration with the local community and with artist organisations including Bow Arts, The Whitechapel Gallery and Tate Modern.  Students have the opportunity to work with professional artists and designers from all disciplines within school and regularly make visits to galleries and museums to extend their learning.

 

USEFUL RESOURCES, REVISION MATERIALS AND EXEMPLAR

BBC Bitesize:  https://www.bbc.com/bitesize/subjects/z6hs34j

Tate Gallery:  https://www.tate.org.uk

Art and Design Student Guide:  https://www.studentartguide.com/

 

KEY STAGE 4 ART AND DESIGN

GCSE Art and Design has immense value as a subject and equips students with the skills to enjoy, produce and engage with the visual arts throughout their lives.  The course gives the opportunity for students to explore art, craft and design from a range of times and cultures including historical and contemporary.  First hand experiences are provided through gallery visits and by broadening awareness of surroundings and environments. 

The course enables students to develop as independent learners who are critical and reflective thinkers with enquiring minds.  Students explore and make artwork that is creative and imaginative through which they develop confidence in taking risks and learning from their experience of experimenting with ideas, processes, media, materials and techniques.  Opportunities are provided for working with a broad range of materials, techniques, processes and technologies so that students acquire technical skills and develop personal outcomes.  Critical understanding is developed through investigative, analytical, experimental, practical, technical and expressive skills, this supports refinement of own ideas and deepens awareness of the purposes, intentions and functions of art, craft and design in a range of contents and indeed in relation to own personal work. 

Students use drawing to support the development process however this does not require full mastery.  Students will learn how to make initial sketches and detailed observations as well as how to be expressive in the ways they make marks and lines.   This deepens skills learnt within Key Stage 3 as students become more aware that drawing takes many forms, from two-dimensional mark-making to lines made using materials to define three-dimensional space.  Students develop a range of drawing techniques and processes to record their observations using mark-making in appropriate materials to explore their ideas visually and this supports them in communicating their own ideas.  Experimenting with tools, materials and techniques supports investigations and new ways of expressing ideas, feelings or observations.

Students are able to realise personal intentions and demonstrate their knowledge and understanding as they are taught:

  • How sources inspire the development of ideas by exploring, analysing and responding to the work of a range of artists, craftspeople or designers from contemporary and/or historical contexts, periods, societies and cultures as well as contemporary and/or historical environments, situations or issues.
  • The ways in which meanings, ideas and intentions can be communicated through visual using formal elements of colour, line, form, tone and texture.
  • The characteristics, properties and effects of using different media, materials, techniques and processes, and the ways in which they can be used in relation to their own creative intentions leading to refinement of practical skills and ideas.
  • The different purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to their own work.
  • Their understanding of relevant practices in the creative and cultural industries to their work.
  • To record ideas, observations, insights and independent judgements, visually and through written annotation, using appropriate specialist vocabulary, as work progresses.
  • To use visual language critically as appropriate to their own creative intentions through effective and safe use of media, materials, techniques, processes and technologies.
  • To use drawing skills for different needs and purposes, appropriate to the context.
  • To realise personal intentions through the sustained application of the creative process.
  • To analyse critically, evaluate and reflect on their own work and that of others through purposeful written annotations. 

KS4 OVERVIEW AND  ASSESSMENT 

TERM YEAR 10 YEAR 11
Autumn Term 1

Component 1

Induction period: develop knowledge, understanding and skills. 

Focus on: Drawing / mark-making, experimenting with materials and techniques, purposeful annotation, researching contextual sources presenting and refining art work.

Enrichment opportunity: gallery visit and research based trip.

Assessment: All work evidences AOs holistically

Component 1

Thematic Response: Embed knowledge, understanding and skills through thematic response project including:  developing and exploring ideas, researching primary and contextual sources, experimenting with media, materials, techniques and processes, presenting personal response(s)

 

Assessment:  A substantive project that evidences all AOs holistically.

Autumn Term 2

Component 1

Induction period: develop knowledge, understanding and skills

Focus on: Exploring and experimenting with materials, processes, technologies and techniques, recording practical and written observations, researching and investigating​​​​​​contextual sources, drawing / mark-making.

Opportunity to generate and develop ideas and respond to artists though making own work. 

Assessment: All work evidences AOs holistically.

Component 1

Thematic Response: Consolidate knowledge, understanding and skills through thematic response project including:  developing and exploring ideas, researching primary and contextual sources, experimenting with media, materials, techniques and processes, presenting personal response(s).

Assessment:  A substantive project that evidences all AOs holistically. 

Spring Term 1

Component 1

Induction period: embed knowledge, understanding and skills.

Focus on: Exploring and experimenting with materials, processes, technologies and techniques, recording practical and written observations, researching and investigating contextual sources, drawing / mark-making.

Opportunity to generate and develop ideas and respond to artists though making own work. 

Assessment: All work evidences AOs holistically.

Component 2:

Externally Set Assignment

Preparatory studies in response to the set theme.

Focus on:  Exploring and experimenting with materials, processes, technologies and techniques, recording practical and written observations, researching and investigating contextual sources, drawing / mark-making.

Assessment:  A substantive project that evidences all AOs holistically.

Spring Term  2

Component 1

Thematic Response: Develop knowledge, understanding and skills through thematic response project including:  developing and exploring ideas, researching primary and contextual sources, experimenting with media, materials, techniques and processes, presenting personal response(s)

Assessment: All work evidences AOs holistically. Sustained Focus (A04)

Component 2

Thematic Response: Consolidate knowledge, understanding and skills through thematic response project including:  developing and exploring ideas, researching primary and contextual sources, experimenting with media, materials, techniques and processes, presenting personal response(s).

The 10-hour period of sustained focus during which students produce their final response(s) to the theme.

Enrichment opportunity: gallery visit and research based trip.

Assessment:  A substantive project that evidences all AOs holistically.  Sustained Focus (A04)

Summer Term 1

Component 1

Thematic Response:

Develop knowledge, understanding and skills through thematic response project. 

Focus on:  Developing and exploring ideas, researching primary and contextual sources, experimenting with media, materials, techniques andprocesses, presenting personal response(s)

Assessment: All work evidences AOs holistically. Sustained Focus (A04

Component 1:

Personal Portfolio

Finalise work in light of feedback from teacher and their own experience of completing the Externally Set Assignment

 

Students to select and present appropriate work for assessment of their Personal Portfolio.
Summer Term 2

Component 1

Induction period: embed knowledge, understanding and skills. 

Focus on:

Drawing / mark-making, experimenting with materials and techniques, purposeful annotation, researching contextual sources, presenting and refining art work.

Enrichment opportunity: gallery visit and research based trip.

Assessment:  A substantive project that evidences all AOs holistically.

 

EXAM BOARD AND WEIGHTINGS

Component 1 (Practical / Coursework) in Years 10 and 11 -  60%     Exam in Year 11 (Practical) 40%    Exam Board: Edexcel

Assessment Objectives:

  • Develop ideas through investigations, demonstrating critical understanding of sources. (A01)
  • Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. (A02)
  • Record ideas, observations and insights relevant to intentions as work progresses. (A03)
  • Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. (A04)

 

    ASSESSMENT   OBJECTIVES    
Component : A01% A02% A03% A04% Total for All Assessment Objectives
Component 1: Personal Portfolio 15 15 15 15 60%
Component 2: Externally set assignment  10 10 10 10 40%
Total for GCSE 25% 25% 25% 25% 100%

 

ENRICHMENT OPPORTUNITIES 

The art and design department works in collaboration with the local community and with artist organisations including Bow Arts, The Whitechapel Gallery and Tate Modern.  Students have the opportunity to work with professional artists and designers from all disciplines within school and regularly make visits to galleries and museums to extend their learning.

There are opportunities to attend international trips; previous visits include Barcelona and Nice during which students visited world renowned galleries. 

 

USEFUL WEBSITES, RESOURCE MATERIALS AND EXEMPLAR WORK 

Useful Websites: 

Pearson Edexcel GCSE Art and Design

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html

Tate Gallery:  https://www.tate.org.uk

Whitechapel Gallery:  www.whitechapelgallery.org 

National Portrait Gallery:  https://www.npg.org.uk

BBC Bitesize:  https://www.bbc.com/bitesize/subjects/z6hs34j

 

DESIGN AND TECHNOLOGY

Design and Technology is an inspiring, rigorous, creative and practical subject.  At CFGS Design and Technology aims to teach the students the necessary skills to be 21st Century learners and set them up for the world of work and careers such as architecture, fashion designer or industrial designer. The students are given the opportunity to gain awareness and learn from a range of wider influences on D&T.  These influences include historical, social, cultural and environmental factors.  Students are also encouraged to look at the work of a range of professionals and use their designs to influence their own.  Our curriculum gives the students the opportunity to use their creativity and problem solving skills to design and make products that solve real and relevant problems.  To contextualise their knowledge of the world of Design and Technology the students study a range of specialist technical principles including Product Design, Textiles, Graphics, and Food and Nutrition.  We recognise and value creativity, innovation, and problem solving linking closely to STEAM (Science, Technology, Engineering, Art, and Maths).  Through a range of projects covering product design, textiles and graphic design students learn how to be aware and understand the needs of others; including needs relating to different social, moral, cultural and economic factors and how this can impact on the design and manufacture of products.

KEY STAGE 3 DESIGN AND TECHNOLOGY

At Central Foundation Girls’ School students study Design and Technology through a rotation of specialist material areas. In year 7 and 8 all students study textiles, product design, graphics and food and nutrition.   In year 9 the students study either textiles or product design for the whole academic year. They are also given the opportunity to study a rotation of food and nutrition.

Each project is built on a similar framework of research, specification, design, making and technical knowledge. This framework is developed by building up the skills of analysis and evaluation through a range of tasks.  Year 9 is taught more like a mini-GCSE building on the same portfolio framework from years 7&8 and with more focus on developing practical skills. 

By focusing on one material area students are given extended time to build on basic skills and challenge themselves to try more specialist techniques including CAD/CAM.  Even though in terms of practical work students are focused on one area, all students study theory in relation to Design and Technology in the 21st Century as in GCSE Design and Technology.  All projects build on the Central Skills, with product analysis encouraging analytical thinking, designing to encourage creativity and communication, and making products giving the students the opportunity to develop their problem solving and adaptability.

Across all material areas and year groups the students study:

Developing the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

  • Research and analyse different user needs
  • Identify and solve design problems
  • Develop creative ideas
  • Use a variety of different design approaches to develop ideas

Building and applying a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

  • Investigate a range of materials and understand their properties
  • Use a range of processes and techniques to make products
  • Investigate new and emerging technologies

Critiquing, evaluating and testing their ideas and products and the work of others

  • Test their ideas and products taking into account the view of the client
  • Analyse the work of others
  • Investigate the impacts of technology on society and the environment

Understanding and applying the principles of nutrition and learn how to cook

  • understand and apply the principles of nutrition and health
  • cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet

KEYSTAGE 3 OVERVIEW AND ASSESSMENTS 

In Year 7 and 8 Design and Technology runs on a carousel basis where the students change D&T subject either every term or half term. Their teachers will remain the same. Every student will complete the following projects but may not  in this order.  In Year 9 Design and Technology students select to study either Product Design and Textiles for the whole year (this also includes 6 weeks of Food and Nutrition).

TERM & THEME

YEAR 7

Autumn Term 1

Textiles – Selfie Doll

  • Understand what textiles and fashion design is by designing a making a felt “selfie-doll”
  • Learn how to analysis an existing product in detail and why designers look at existing products.
  • Be able to identify target markets and their needs.
  • Learn how to produce a range of embroidery stitches.
  • Be able to create a range of design ideas and how to annotate them in detail.
  • Understand how to make an applique sample.

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making.

Autumn Term 2

Textiles – Selfie Doll

  • To develop skills in sewing.
  • Gain an understanding on how to make and use a sewing pattern.
  • To gain a detailed understanding of the properties of felt.
  • Create a Selfie-Doll with an understanding on how to apply quality control checks in order to achieve a high-quality finish.
  • Be able to evaluate finished Selfie-Doll.

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making

Spring Term 1

Graphics – Pop Up Card

  • Understand what Graphic Design is by designing and making a pop up card for a special occasion
  • Learn how to write a design brief
  • Learn how to do a series of pop up mechanisms
  • Learn about typography
  • Design g a creative pop up card
  • Create a high-quality pop-up card

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making.

Spring Term 2

Food and Nutrition

  • Students will gain an understanding of the importance of hygiene when cooking, particularly focusing on the  4 C’s.
  • Students will learn about healthy eating and the Eatwell plate.
  • Students will learn about the different ways food is labelled and how to identify the nutritional value of foods.
  • Students will make Soda Bread.
  • Students will make Spaghetti Bolognese.
  • Students will make Cookies.

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem solving skills used while making.

Summer Term 1

Product Design – Jitterbug

  • To understand what product design is by designing and making a jitterbug toy.
  • Learn about the different methods of research used to inspire designing
  • Learn about design specification and how to write a comprehensive specification.
  • Be able to create a range of jitterbug designs that link back to the research and specification
  • Learn the theory behind electronic circuits focusing on series circuits

Assessment

Students are assessed Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making.

Summer Term 2

Product Design – Jitterbug

  • Learn how to plan how to make a jitterbug.
  • Be able to accurately cut out the materials that the jitterbug will be made from.
  • Be able to apply quality control checks throughout the making of the jitterbug to ensure it is a high quality product.
  • Learn how to solder using the soldering irons
  • Learn how to make a simple series electronic circuit
  • Test and evaluate the jitterbug to ensure that it is fully functioning and meets the design specification
  • To be able to work independently to solve problems.

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making.

 

TERM & THEME YEAR 8

Autumn Term 1

Textiles – Fabric Postcard

  • Understand how to make a fabric postcard that includes LED lights and is inspired by a different country
  • Understand how to analyse a task
  • Learn how to write a design brief
  • Analyse an existing product in detail
  • Write a comprehensive and detailed design specification
  • Learn how to use embroidery to write words
  • Create a range of design ideas for your fabric post card that are fully annotated
  • Demonstrate how the product suitable for the identified target market
  • Understand how to develop your design ideas to ensure that they meet your specification
  • Assessment

    Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making. They will also be assessed on their theory knowledge through a short written test.

Autumn Term 2

Textiles – Fabric Postcard

  • Develop understanding on how to make a use pattern sewing patterns
  • Understand the how electronics can be used in textiles
  • Learn how to use specialised e-textiles component to develop a parallel circuit
  • Apply quality control checks to ensure high finish
  • Be able to evaluate your post card against the design specification
  • Assessment

    Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making.

Spring Term 1

Graphics – Typography Necklace

  • Understand how to make a name necklace using computer aided design.
  • Learn what Typography means and how to design typefaces and fonts
  • Develop Computer Aided Design (CAD) skills using 2D design
  • Learn how to identify problems and work independently to solve them in order for the CAD to be manufactured on the laser cutter accurately.
  • Learn how to use the correct tools and equipment to create a successful final piece of jewellery
  • Learn about packaging and how nets are used to make packaging
  • Understanding the use of the die cutter
  • Push your design skills further by transferring them into packaging that reflects your finished necklace
  • Assessment

    Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making. They will also be assessed on their theory knowledge through a short written test.

Spring Term 2

Food and Nutrition

  • Understand the importance of hygiene when in a kitchen and cooking.
  • Learn how to measure ingredients using measuring
  • spoons & the weighing scale.
  • Understand the risks involved when handling raw meat and learn about control methods to minimise cross contamination.
  • Be able to identify different types of meat and what animals they originate from.
  • Be able to identify different methods of cooking meat and learn how to ensure meat products are cooked through properly.
  • Learn how to safely and hygienically prepare raw meat.
  • Learn how to prepare your ingredients safely using the bridge hold and the claw grip.
  • Learn how people’s food choices are influenced.
  • Understand the different cultural and moral influences on people’s food choices.
  • Learn about different health issues that influence food choice
  • Students will cook Macaroni Cheese.
  • Students will cook Chicken Fajitas.
  • Students will cook Fruit Crumble.
  • Assessment  

    Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcomes including all practical decisions and problem-solving skills used while making.

Summer Term 1

Product Design – Memphis Clock

  • Understand how to design and make a clock inspired by the design movement Memphis
  • Learn how to use  others work to influence your own
  • Learn how to use a detailed product analysis to inspire design ideas
  • Understand the purpose of a design specification
  • Learn how to write a comprehensive specification
  • Be able to create a range of design ideas for your Memphis inspired clock that are annotated in detail
  • Be able to demonstrate how the product is suitable for your target market and has been influenced by Memphis
  • Understand the advantages and disadvantage of using CAD/CAM
  • Develop skills in order to use the CAD programme 2D Design

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making.

Summer Term 2

Product Design – Memphis Clock

  • Use CAD to create a clock inspired by the design movement Memphis
  • Debate the use of CAD/CAM
  • Develop the use of quality control checks throughout the making process to ensure that the final clock fits together as a high-quality product
  • Learn about what it means to be a sustainable designer
  • Use the laser cutter to start manufacture the different components of the clock face
  • Be able to critically evaluate and test your practical work
  • Be able to evaluate the Memphis inspired clock against the design specification
  • Learn about new technologies and commercial manufacturing techniques
  • Evaluate the final product and consider how it could be mass manufactured using industrial processes

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making.

 

TERM 

                                                     YEAR 9 

 
  TEXTILES  PRODUCT DESIGN
Autumn Term 1 

Introduction to Textiles Skills

  • Understand different design techniques including modelling through a short “trashion” project.
  • Collaborative project to design and model dresses using recycled materials like plastic bags
  • Develop and communicate design ideas using annotated sketches.
  • Develop research and design skills.
  • Understand the different textiles techniques required to make more complex textiles products.
  • Learn to use specialist tools, equipment and machinery precisely, including sewing machines.

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of design ideas and annotation.

Pewter charm

  • Understand how to design and make work for client (charity).
  • Develop research and design skills.
  • Identify and solve design problems.
  • Develop specifications to inform the design of innovative, appealing products.
  • Develop and communicate design ideas using annotated
  •  

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of design ideas and annotation.
Autumn Term 2

Introduction to Textiles Skills

  • Learn to use specialist tools, equipment and machinery precisely, including sewing machines and computer aided design.
  • Making and evaluating – looking at a range of different seams and decorative techniques.

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making.

Pewter charm

  • Making and evaluating.
  • Select from and use specialist tools, equipment and machinery precisely, including computer-aided manufacture.
  • Test, evaluate and refine ideas and products against a specification, taking into account the views of intended users and other interested groups. 

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making.
Spring 1

Nature Inspired Cosmetic Bags

  • Understand how to make a zipped cosmetic bag inspired by the theme of nature
  • Understand how to design and make work for a client
  • Developing and exploring ideas, researching primary and contextual sources
  • Experimenting with techniques and processes including computer aided design and manufacture
  • Develop and communicate design ideas using annotated sketches.
  • Develop research and design skills.

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making.

Mini Architecture

  • Collaborative project to identify and solve design problems and understand how to reformulate problems.
  • Understand the need for a sustainable future and adapt building designs meet these needs.
  • Learn about renewable energy resources and how to use appropriate ones in architectural design.
  • Apply maths skills to understand floor plans, scale and proportion.
  • Collaborate with peers to develop prototype of sustainable architecture.
Understand and use properties of materials and performance of structural elements to achieve functioning solutions. 

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of design ideas and annotation.

Spring Term 2

Nature Inspired Cosmetic Bags

  • Select from and use specialist tools, equipment and machinery precisely, including computer-aided manufacture.
  • Develop textiles practical skills by applying skills learnt into a final product.
  • Learn how to insert a basic zip.
  • Test, evaluate and refine ideas and products against a specification, taking into account the views of intended users and others.

Assessment

Formative assessment throughout the project. (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making.

Mini Architecture

  • Select from and use specialist tools, equipment and machinery precisely, including computer-aided manufacture.
  • Test, evaluate and refine ideas and products against a specification, taking into account the views of intended users and others.
  • Present final models in a professional way, understanding how to meet the wants and needs of the user/client.

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making.

Summer Term 1

Sustainability Recycled plastic gadget holder

  • Understand how to use recycled materials to make an electronic gadget holder.
  • Understand the need for a sustainable future.
  • Learn about the 6Rs of sustainability
  • Experimenting with non-traditional textile materials.
  • Learn about plastics and their environmental impact.
  • Select from and use specialist tools, equipment and machinery precisely, including computer-aided manufacture.

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem-solving skills used while making.

Amplifier Project

  • Embed problem solving skills in order to create a functional amplifier
  • Gain an understanding of physics and the concept of sound and soundwaves
  • Create a working finished amplifier that amplifies sound.

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem solving skills used while making.

Summer Term 2

Food and Nutrition

  • Understand nutrients and how they affect the human body.
  • Learn about hygiene and the importance of this in a working kitchen environment.
  • Develop an understanding of assessing the different sensory elements of food and use this to work independently to create a recipe that can be followed by others students to create a successful outcome.

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem solving skills used while making.

Food and Nutrition

  • Understand nutrients and how they affect the human body.
  • Learn about hygiene and the importance of this in a working kitchen environment.
  • Develop an understanding of assessing the different sensory elements of food and use this to work independently to create a recipe that can be followed by others students to create a successful outcome.

Assessment

Formative assessment throughout the project.  (C/W & H/W) Summative assessment of final outcome including all practical decisions and problem solving skills used while making.

ENRICHMENT OPPORTUNITIES AT KEYSTAGE 3

The design and technology department works in collaboration with the science and maths departments to deliver specialist STEM challenge days. Students also have the opportunity to make visits to museums and exhibitions such as The Crystal London to extend their learning. Students have the opportunity to work with professional artists and designers from all disciplines including a 3 day workshop with the London College of Fashion and other workshops with University of the Arts London.

USEFUL SCHOOL WEBSITES, RESOURCES, REVISION MATERIALS AND EXEMPLAR WORK 

Technology Student - http://www.technologystudent.com/

BBC Bitesize - https://www.bbc.co.uk/bitesize/examspecs/z4nfwty

Practical Action - https://practicalaction.org/

Quizlet - https://quizlet.com/

 

KEY STAGE 4 DESIGN AND TECHNOLOGY

At KS4 the students are given the opportunity to choose to study either GCSE Design and Technology with a plastics focus or GCSE Art and Design: Textiles Design.

Design and Technology:

At KS4 GCSE design and technology builds on subject content taught at KS3.  A GCSE in design and technology offers a unique opportunity for the students to identify and solve real problems by designing and making products. As in KS3 GCSE Design and Technology, KS4 learners will be prepared to participate confidently and successfully in an increasingly technological world; and be aware of, and learn from, wider influences on design and technology, including historical, social/cultural, environmental and economic factors.

The specification enables learners to work creatively when designing and making and apply technical and practical expertise, in order to:

• Demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice.

• Develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values.

• Use imagination, experimentation and combine ideas when designing.

• Develop the skills to critique and refine their own ideas whilst designing and making.

• Communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing.

• Develop decision making skills, including the planning and organisation of time and resources when managing their own project work.

• Develop a broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes.

• Be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses.

• Consider the costs, commercial viability and marketing of products.

• Demonstrate safe working practices in design and technology.

• Use key design and technology terminology including those related to: designing innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics.

 

The GCSE course consists of 2 elements: a written exam and a non-examined assessment (coursework

Exam 50% – Written Paper (2 hours, 100 marks)

This is a single-tiered paper consisting of two Sections:

•Section A will be based on core subject knowledge of the specification content

•Section B will cover all in-depth knowledge and understanding of the Specification Content from their specialist material area of plastics

 

NEA 50%

The NEA is a single design and make an activity undertaken in Year 11 to be developed from a range of exam board set contexts.

•Consisting of the development of a made outcome and a concise design folder.

•These board set contexts will be released in the July of Year 10.

•It is expected that candidates should spend approximately 35 hours on this activity.

•As part of the evidence submitted, candidates should include photographs of the finished outcome as well as photographs at various stages of making.

•Design folder is made up of an informal and formal portfolio

 

Art and Design: Textiles Design

GCSE Art and Design: Textiles Design has immense value as a subject and equips students with the skills to enjoy, produce and engage with the visual arts throughout their lives.  The course gives the opportunity for students to explore textiles design from a range of times and cultures including historical and contemporary.  First hand experiences are provided through gallery visits and by broadening awareness of surroundings and environments. 

The course enables students to develop as independent learners who are critical and reflective thinkers with enquiring minds.  Students explore and make textiles artwork that is creative and imaginative through which they develop confidence in taking risks and learning from their experience of experimenting with ideas, processes, media, materials and techniques.  Opportunities are provided for working with a broad range of materials, techniques, processes and technologies so that students acquire technical skills and develop personal outcomes.  Critical understanding is developed through investigative, analytical, experimental, practical, technical and expressive skills, this supports refinement of own ideas and deepens awareness of the purposes, intentions and functions of textiles design in a range of contents and indeed in relation to own personal work. 

Students use drawing to support the development process however this does not require full mastery.  Students will learn how to make initial sketches and detailed observations as well as how to be expressive in the ways they make marks and lines.   This deepens skills learnt within Key Stage 3 as students become more aware that drawing takes many forms, from two-dimensional mark-making to lines made using materials to define three-dimensional space.  Students develop a range of drawing techniques and processes to record their observations using mark-making in appropriate materials to explore their ideas visually and this supports them in communicating their own ideas.  Experimenting with tools, materials and techniques supports investigations and new ways of expressing ideas, feelings or observations.

Students are able to realise personal intentions and demonstrate their knowledge and understanding as they are taught:

  • How sources inspire the development of ideas by exploring, analysing and responding to the work of a range of artists, craftspeople or designers from contemporary and/or historical contexts, periods, societies and cultures as well as contemporary and/or historical environments, situations or issues.
  • The ways in which meanings, ideas and intentions can be communicated through visual using formal elements of colour, line, form, tone and texture.
  • The characteristics, properties and effects of using different media, materials, techniques and processes, and the ways in which they can be used in relation to their own creative intentions leading to refinement of practical skills and ideas.
  • The different purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to their own work.
  • Their understanding of relevant practices in the creative and cultural industries to their work.
  • To record ideas, observations, insights and independent judgements, visually and through written annotation, using appropriate specialist vocabulary, as work progresses.
  • To use visual language critically as appropriate to their own creative intentions through effective and safe use of media, materials, techniques, processes and technologies.
  • To use drawing skills for different needs and purposes, appropriate to the context.
  • To realise personal intentions through the sustained application of the creative process.
  • To analyse critically, evaluate and reflect on their own work and that of others through purposeful written annotations. 

The GCSE course consists of 2 elements: a personal Portfolio and an externally set assignment.

 

KS4 OVERVIEW AND ASSESSMENTS

KS4 PRODUCT DESIGN

TERM 

      YEAR 10  YEAR 11
Autumn Term 1

Charm Bracelet Project

  • CAD/CAM – the use of CAD/CAM including advantages and disadvantages of its use.
  • Smart Materials – what are they? The theory behind them and how they can be used in manufacture.
  • Fabrics and fibre - what are they? The theory behind them and how they can be used in manufacture.
  • Natural and manufactured timber ­ what are they? The theory behind them and how they can be used in manufacture.
  • Ferrous and non-ferrous metals - what are they? The theory behind them and how they can be used in manufacture.
  • Polymers - what are they? The theory behind them and how they can be used in manufacture.
  • Paper and boards - what are they? The theory behind them and how they can be used in manufacture.

Assessment:

Focusing on practical skills and processes linking back to theory techniques and model exam questions

NEA - Section 2

  • Developing a brief and specification.
  • Interpretation of design contexts and undertaking research in order to initiate design ideas.
  • Understand what a client is and how to use their wants and needs when designing a product.
  • Write a comprehensive design specification that links back to your initial research.
  • SMSC – social, cultural, economic and environmental responsibilities in designing and making products.
  • Identifying and investigating design possibilities.

Assessment

NEA is worth 50% of final GCSE grade. NEA is worth 50% of final GCSE grade. Holistic assessment across year, summative at end of project.

Autumn Term 2

Designing for the visually impaired

  • Research – identifying and investigating design possibilities.
  • SMSC – social, cultural, economic and environmental responsibilities in designing and making products
  • Learn how to research in an effective way
  • Critically analyse existing product
  • Understand what a client is and how to use their wants and needs when designing a product
  • Write a comprehensive design specification that links back to your initial research

Assessment:

Focusing on the research and specification element of the NEA with links back to theory techniques and model exam questions

NEA - Section 3

  • Generating and developing design ideas.
  • Create a series of initial designs in an iterative way.
  • Create models and working prototypes that can be tested against the specification.
  • Present final ideas in a technical and professional way.

Assessment

NEA is worth 50% of final GCSE grade. NEA is worth 50% of final GCSE grade. Holistic assessment across year, summative at end of project.

Spring Term 1

Designing for the visually impaired

  • Generating and developing design ideas
  • Create a series of initial designs in an iterative way
  • Create models and working prototypes that can be tested against the specification
  • Present final ideas in a technical and professional way

Assessment:

Focusing on the iterative design element of the NEA

NEA - Section 4 and 5

  • Developing a manufacturing plan that will aid the making of the final product.
  • Evaluating design decisions and prototypes.
  • Critically evaluate final product, linking back to the design brief and specification.
  • Make modifications to prototypes, in order to reflect on design decision made.

Assessment

NEA is worth 50% of final GCSE grade. NEA is worth 50% of final GCSE grade. Holistic assessment across year, summative at end of project.

Spring Term 2

CAM toy / Sustainability Project

  • Problem solving, collaboration and independent thinking
  • Sustainability – meeting today’s needs without compromising the needs of future generations
  • The 6 R’s of sustainability
  • Mechanical components and devices – cams, levellers and linkages, force/movement rotation – what are these and how are they used to create functional products?

Assessment

Focusing on practical skills and processes linking back to theory techniques and model exam questions.

Exam Preparation and Revision

  • Revision of theory to prepare for final Design Technology exam.
  • Design and Technology and our world.
  • Smart materials, composites and technical textiles.
  • Electronic systems and programmable components.
  • Mechanical components and devices.
  • Materials-Papers and boards, -natural and manufactured timber.
  • Ferrous and nonferrous metals.
  • Thermoforming and thermosetting polymers.
  • Natural fabrics, fibres and textiles.

Assessment

2 hour externally set written exam paper, 50% of final grade.

Summer Term 1

Mock NEA

  • Elements of the official GCSE NEA will be carried out as practice for year 11.
  • Understanding how to analyse a design context and how this informs research
  • Create a logical and detailed production plan/flow chart of a practical piece carried out this year
  • Develop a strong understanding of iterative design and why it is so important

Assessment

Formative Assessment throughout. Summative assessment of project.   Students will be given guidance at this point on how to make a good start with their official NEA.

 
Summer Term 2

Officially Begin GCSE NEA - Section 1

  • Identifying and investigating design possibilities.
  • Critically analyse existing products
  • Understand what a client is and how to use their wants and needs when designing a product

Assessment:

NEA is worth 50% of final GCSE grade. NEA is worth 50% of final GCSE grade. Holistic assessment across year, summative at end of project.

 

 

 

 

KS4 TEXTILES YEAR 10 YEAR 11
Autumn Term 1

Induction period: develop knowledge, understanding and skills. 

Focus on: Drawing / mark-making, experimenting with materials and techniques including using computer aided design, purposeful annotation, researching contextual sources, presenting and refining textiles work.

Enrichment opportunity: gallery visit and research based trip.

Assessment: All work evidences AOs holistically.

Thematic Response: Embed knowledge, understanding and skills through thematic response project including  developing and exploring ideas, researching primary and contextual sources, experimenting with media, textiles materials, techniques and processes including computer aided design and manufacture, presenting personal response(s)

Assessment:  A substantive textiles project that evidences all AOs holistically.

Autumn Term 2

Induction period: develop knowledge, understanding and skills

Focus on: Exploring and experimenting with  textiles materials, processes, technologies and techniques, recording practical and written observations, researching and investigating contextual sources, drawing / mark-making.

Opportunity to generate and develop ideas and respond to artists though making own work. 

Assessment: All work evidences AOs holistically.

Thematic Response: Consolidate knowledge, understanding and skills through thematic response project including:  developing and exploring ideas, researching primary and contextual sources, experimenting with media, textiles materials, techniques and processes including computer aided design and manufacture, presenting personal response(s)

Assessment:  A substantive textiles project that evidences all AOs holistically.

Spring Term 1

Induction period: embed knowledge, understanding and skills.

Focus on: Exploring and experimenting with  textiles materials, processes, technologies and techniques, recording practical and written observations, researching and investigating contextual sources, drawing / mark-making.

Opportunity to generate and develop ideas and respond to artists though making own work. 

Assessment: All work evidences AOs holistically.

Component 2: Externally Set Assignment

Preparatory studies in response to the set theme.

Focus on:  Exploring and experimenting with materials, processes, technologies and techniques, recording practical and written observations, researching and investigating contextual sources, drawing / mark-making.

Assessment:  A substantive textiles project that evidences all AOs holistically.
Spring Term 2

Thematic Response: Develop knowledge, understanding and skills through thematic response project including:  developing and exploring ideas, researching primary and contextual sources, experimenting with media, materials, techniques and processes, presenting personal textiles response(s)

Assessment: All work evidences AOs holistically. Sustained Focus (A04)

Thematic Response: Consolidate knowledge, understanding and skills through thematic response project including  developing and exploring ideas, researching primary and contextual sources, experimenting with media, textiles materials, techniques and processes, presenting personal response(s)

Enrichment opportunity: gallery visit and research based trip.

Assessment:  A substantive project that evidences all AOs holistically.  Sustained Focus (A04). Including a 10-hour period of sustained focus during which students produce their final textiles response(s) to the theme.

Summer Term 1

Thematic Response: Develop knowledge, understanding and skills through thematic response project. 

Focus on:  Developing and exploring ideas, researching primary and contextual sources, experimenting with media, materials, techniques and processes, presenting personal textiles response(s)

Assessment: All work evidences AOs holistically. Sustained Focus (A04)

 
Summer Term 2

Induction period: Embed knowledge, understanding and skills. 

Focus on:

Drawing / mark-making, experimenting with textile materials and techniques including computer aided design, purposeful annotation, researching contextual sources, presenting and refining art work.

Enrichment opportunity: gallery visit and research based trip.

Assessment:  A substantive project that evidences all AOs holistically.
 

 

EXAM BOARD AND WEIGHTINGS 

Product Design – Eduqas GCSE Design and Technology.  Component 1: Design and Technology in the 21st Century, written examination: 2 hours, 50% of qualification.  Component 2: Design and make task, non-exam assessment: approximately 35 hours, 50% of qualification

Textiles – Edexcel GCSE Art and Design: Textile Design – Personal Portfolio (1TE0/01) 60% of qualification and Externally Set Assignment (1TE0/02) 40% of qualification.

 

ENRICHMENT OPPORTUNITIES AT KEYSTAGE 4 

Students have the opportunity to work with professional artists and designers from all disciplines within school and regularly make visits to galleries and museums to extend their learning.

There are opportunities to attend international trips; previous visits include Barcelona and Nice during which students visited world renowned galleries.

 

USEFUL WEBSITES , RESOURCE MATERIALS, EXEMPLAR WORK 

Books:

  • Collins Revision Guide Revision Guide (Collins GCSE Essentials) 
  • Eduqas Revision Guide WJEC GCSE Design and Technology Revision Guide
  • GCSE Design & Technology | Pocket Posters: The Pocket-Sized GCSE Design & Technology Revision Guide | GCSE Specification

 

Websites:

 

KEYSTAGE 5

A LEVEL ART AND DESIGN AND A LEVEL PRODUCT DESIGN

If you want a career in advertising, marketing, graphic, interior or product design, architecture, publishing, or media our 'A'  Level courses are right for you.  These courses will extend your specialisms and enable you to develop high quality portfolios that show your creativity, skills and enthusiasm for art, design and technology.  The themes or briefs followed will allow you to have ownership of your learning through independent research and choice of materials, processes and techniques used.   Please visit the Sixth Form area of the website to view the prospectus to find out more information.

 

 

WHO'S IN THE TEAM?

Faculty email address:  ADT@central.towerhamlets.sch.uk

Ms.  A. Alyson, Head of Art, Design and Technology 

Ms. S. Murrary, Teacher of Design and Technology/Second in Charge 

Ms. Y. Jordan, Teacher of Art and Design 

Ms. D. Norton, Teacher of Art and Design

Ms. A. Smith, Teacher of Art and Design

Ms. H. Bickford, Teacher of Design and Technology/Lead Practitioner in Technology

Ms. Spencer and Mr. M. King, ADT Technicians