At St Julie’s, our intention within the Design and Technology department is to build upon pupil’s prior knowledge of designing, making, evaluating and their technical knowledge gained at key stages one and two according to the National Curriculum subject content for this age range through a carousel system that engages pupils in our four areas that include RM/Graphics, D&T Art, Textiles and Hospitality and Catering.
We expect pupils to have had opportunities at KS1 and KS2 to communicate purposeful and functional ideas using a range of design and make experiences prior to joining us in KS3 and it is our aim to build on this and develop pupil’s knowledge and understanding through a series of practical opportunities encompassing all areas of design and technology at St Julie’s.
Design and Technology at St Julies is an inspiring and practical subject where pupils are encouraged to use creativity and imagination to develop products that solve real and relevant problems within a variety of contexts. KS3 Design and Technology encompasses a broad range of subject knowledge and draws on disciplines such as mathematics, science, computing and art. When engaging in Design and Technology at St Julies, students are encouraged to take risks and to be resourceful, innovative and enterprising. Nurturing students’ creativity and teaching them, the skills to not only come up with brilliant ideas, but to turn them into reality is the driver. At the heart of Design and Technology at St Julies is the vision to develop students to be problem solvers, communicators, questioners and better decision makers as they learn and understand more about the impact of Design and Technology on the historic and modern-day world.
Learning how to cook is a crucial life skill for pupils now and in their future. Food preparation and nutrition teaches pupils to understand and apply the principles of nutrition and healthy eating and instils a love for cooking in all pupils. All pupils will be taught how to work safely and hygienically to produce a repertoire of predominantly savoury dishes so that they can feed both themselves and others. They will develop skills in independent learning through cooking and are encouraged to make decisions for themselves They will have an understanding of where their foods come from and understand the functions and seasonality of ingredients used in their practical work.
In the Art department at St Julie’s, individual creativity is nurtured and celebrated. We believe that Art is an integral part of a child’s education and it is our responsibility to equip young people with the vocabulary, knowledge and practical skills to communicate their views and experiences of the world to others. Our curriculum encompasses the arts and cultural learning and encourages our students to gain an awareness, empathy and appreciation of difference and diversity.
At KS3, students are introduced to the formal elements through observational drawing to paint handling and Colour Theory; they are used as the building blocks for creating and talking about Art and Design throughout the Key Stages. Each theme begins with recording and exploring their observations and experiences from a variety of primary and secondary sources. As the projects develop, pupils are introduced to a range of creative making skills through practical lessons, which are underpinned by research into artists, craftspeople and designers from a variety of movements and cultures. To support their research skills, students are exposed to subject specific terminology that develops and enhances their vocabulary and their ability to confidently express their views and informed opinions. These skills are built upon with increasing depth and complexity as learners progress throughout their art education. In all project areas students will have opportunities to review and evaluate learning through annotation allowing for critical commentary and sharing ideas related to their own work against the work of others.
Through our learning journey we aim to inspire students to take creative risks and demonstrate resilience, enhancing their ability to become autonomous learners and reflective practitioners. This critical thinking allows the students to investigate their ideas through visual language, whilst deepening their understanding and forming opinions of Art and Design throughout history and it’s role in today’s society.
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Year |
Term (carousel) |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
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Y7 DT Rm/Gr |
9 weeks |
Introduction to CAD/CAM: Personalised phone holder (acrylic) incorporating designing and making skills:
Wk 1) Isometric drawing (Assessment 1) Wk 2) Specification (user needs) Wk 3) CAD (present and past designers) Wk 4) Functional design (target user) Wk 5) 2D modelling (dimensions/scale) Wk 6) CAD drawing (Assessment 2) Wk 7) Strip heater/Biomimicry Wk 8) CAD Wk 9) End of unit skills assessment |
Building on aspects of KS1 and KS2 prior learning: Design: pupils will use research of existing products to identify and understand user needs. Identify and solve a design problem and develop a specification to inform the design of functional and appealing products that respond to needs in a variety of situations. Pupils will use a variety of approaches that include biomimicry and user-centred design, to generate creative responses and will develop and communicate design ideas using annotated sketches, 3-D drawing and prototype modelling supported by computer-based tools that include 2D design software. Make: pupils will use equipment and machinery precisely, including computer-aided manufacture. They will use acrylic sheet, taking into account its working properties. Evaluate: pupils will analyse the work of past and present professionals to broaden their understanding. They will test, evaluate and refine their ideas and products against a specification, taking into account the views of their peers. They will learn to understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers and product developers. Technical knowledge: pupils will learn to understand and use the properties of materials to achieve functioning solutions. |
Assessment 1 – Designing (week 1): 3D drawing skills – isometric projection. Assessment 2 - Making (week 6): CAD phone holder. |
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Y7 DT Art |
9 weeks |
Environmental Issues Students will be introduced to the work of both contemporary and traditional artists. They will develop both 2D and 3D responses to the theme whilst developing their drawing, creative making and construction skills. Students will understand the importance and purpose of art in society and how it can be used as a tool to communicate their views and opinions on social and environmental issues.
Wk 1) Introduction to the work of the artist in focus. Identifying patterns and sea creature designs. Wk 2) Pattern Wk 3) Tone Wk 4) Colour theory and application of watercolour/oil pastel/collage Wk 5) Pointillism (Assessment 1) Wk 6) 3D recycled outcome design Wk 7) Cardboard construction Wk 8) Painting (Assessment 2) Wk 9) Continuation of painting and evaluation
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Building on aspects of KS1 and KS2 prior learning: Making - Ability to record using visual forms. - Drawing/Painting/Sculpture using a range of materials (e.g. watercolour, pen, pencil, oil pastel, collage, cardboard construction). - Ability to create highlights, mid-tones and shadows when drawing. - Ability to use various marks to create tone, texture and pattern. - Use of colour theory to support colours mixing (tints, tones, shades). - Ability to construct using recycled materials. - Ability to create different textures. - Ability to construct different forms and connect them. - Ability to develop visual and creative personal responses related to their research. Ideas - Ability to generate ideas for a piece of artwork whether it’s 2D or 3D. - Creativity to select appropriate marks for each area of a drawing. - Ability to generate ideas for a piece of artwork based artists’ influences. - Ability to make comparisons between artists and their styles. - Ability to generate ideas for a piece of artwork based on environmental issues. - Ability to articulate ideas and opinions related to environmental issues. - Ability to translate 2D design ideas into a 3D outcome. Knowledge - Develop an understanding of the context of their work. - Knowledge of both contemporary and traditional artists and how style changed with the times. - Knowledge of the subject of their artwork based on independent research. - Knowledge of the formal elements and colour theory. - Knowledge of how marks and shapes can be used to create pattern. - Knowledge of design processes, including construction. - Have an understanding of the importance and purpose of art in other cultures and society. - Have an understanding of how art can be used to communicate your views and opinions. Evaluating - Ability to evaluate and reflect upon practical skills and progress. - Ability to refine practical skills after evaluations. - Ability to evaluate their own work and the work of artists. - Reflect upon the importance of art in society. |
Assessment 1- A4 mixed media outcome (Week 5) Assessment 2 – Pollution research task (Week 8) Other forms of assessment used throughout the project: Peer assessment Self assessment Verbal feedback (whole class/group/individual) Use of a checklist/success criteria Homework gallery/ group critique
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Y7 DT Textile |
9 weeks |
Introduction to fibres and fabrics: pupils develop their knowledge of natural and synthetic fabric and explore the part new technologies had to play in the development of synthetic fibres. They link this to changes in fashion through the ages and how this had been influenced by historical events. Pupils develop their design and practical skills and create a pump bag with decorative techniques to build confidence in and skills in making
Wk 1) Fabrics origins (context) Wk 2) fabric construction (new technologies) Wk 3) surface decoration (Assessment 1) Wk 4) sewing machine skills (present and past products) Wk 5) Applique (other cultures) Wk 6) Embroidery (developing skills) Wk 7) Embellishment (group work) Wk 8) Construction (properties of materials) Wk 9) (Assessment 2)
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Building on aspects of KS1 and KS2 prior learning: Design: Pupils will use research of existing products to identify and understand user needs. Pupil’s research new technologies looking at innovative, functional and environmentally responsible products. Pupils will use a variety of approaches that include biomimicry and user-centred design, to generate creative responses and will develop and communicate design ideas using annotated sketches, 3-D drawing and prototype modelling. Make: Pupils will select and use equipment and machinery precisely. They will use a variety of fabrics taking account of their working properties. Evaluate: pupils will analyse the work of past and present professionals to broaden their understanding. They will investigate new and emerging technologies. They will test, evaluate and refine their ideas and products against a specification, taking into account the views of their peers. They will learn to understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers and product developers. Technical knowledge: pupils will learn to understand and use the properties of materials to achieve functioning solutions.
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Assessment 1 – Designing (week 3): Origins of fabrics, Drawing skills, annotation and application of knowledge Assessment 2 - Making (week 9): Pump Bag |
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Y7 DT Food |
9 weeks |
Introduction to Food and nutrition. Wk 1) Health and safety/cooker licence Wk 2) Knife skills – practical coleslaw Wk 3) Eatwell Guide – practical Fruit salad. Wk 4) Where does our food come from? Practical – sizzling stir fry Wk 5) practical savoury crumble – evaluation skills. Wk 6) nutritional needs of teenagers – practical savoury scones. Wk 7) Design a layered salad suitable for a teenager – school food plan. (Assessment 1) Wk 8) Practical making layered salad and evaluation (Assessment 2) Wk 9) Practical pizza – how pizza fits in with Eatwell Guide. |
Building on aspects of KS1 and KS2 prior learning: pupils are Introduced to safety and hygiene and working in a food room. Independent working is fostered through becoming competent and confident cooks and developing their knife skills, using all parts of the cooker to apply heat to cook food safely, weighing and measuring accurately, using a range of equipment to produce a repertoire of predominantly savoury dishes and to carry out sensory analysis of dishes produced. Pupils will understand food safety and hygiene, sources of ingredients used, principles of the Eatwell guide and be able to apply to design healthy meals for themselves and others.
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Assessment 1 – planning, designing and making a layered salad (reference to the School Food Plan) 1assignment. Assessment 2 – making and evaluating. |
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Y7 Art |
1.
2. |
Observational Drawing
Exploring Cultures
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Building on aspects of KS1 and KS2 prior learning: Making - Ability to record using visual forms - Drawing/painting/printing using a range of materials (e.g. watercolour, ink, pen, pencil, charcoal, mono printing) - Ability to create highlights, mid-tones and shadows when drawing - Ability to draw shapes that resemble natural forms - Ability to use various marks to create tone and texture - Ability to draw in proportion - Use of colour theory to support colours mixing (tints, tones, shades) - Ability to cut and collage shapes to resemble natural forms - Use of design principles from other cultures Ideas - Ability to generate ideas for a piece of artwork - Creativity to select appropriate marks for each area of a drawing - Creativity to design a layered outcome whilst being inspired by others - Ability to generate ideas for a piece of artwork based on cultural traditions and customs - Ability to make comparisons between artists and their styles - Ability to record creative ideas in a written format Knowledge - Develop an understanding of the context of their work - Knowledge of both contemporary and traditional artists - Knowledge of the formal elements and colour theory - Knowledge of how marks and shapes can be used to create natural forms - Knowledge of the design process, and drawing in particular - Have an understanding of the importance and purpose of art in other cultures Evaluating - Ability to evaluate and reflect upon practical skills and progress. - Ability to refine practical skills after evaluations - Ability to evaluate their own work and the work of artists Reflect upon the importance of art in society and cultures |
Assessment 1 Drawing/Design Task
Assessment 2 Research Task
Assessment 3 Personal response/final outcome
Other forms of assessment used throughout the projects: Peer assessment Self assessment Verbal feedback (whole class/group/individual) Use of a checklist/success criteria Homework gallery/ group critique
Assessment 4 Drawing/Design Task Assessment 5 Research Task Assessment 6 Personal response/final outcome |
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Y8 DT Rm/Gr |
9 weeks |
Introduction to dye-sublimation: Packaged mug (recycled card/ceramic mug) incorporating design and making skills:
Wk 1) Logos and branding Wk 2) Typography construction Wk 3) S.C.A.R.E.D. (Assessment 1) Wk 4) Past and present design analysis Wk 5) CAD package design Wk 6) Assembly/3D designing Wk 7) CAD Mug wrap design Wk 8) 3rd angle O.P. (Assessment 2) Wk 9) End of unit skills assessment |
Building on knowledge and skills from year 7: Design: pupils will use research of existing products to identify and understand user needs. They will identify and solve a design problem and develop a specification to inform the design of a functional and appealing product that responds to a need. Pupils will adopt a user-centred design process to generate creative responses and will develop and communicate design ideas using annotated sketches, 3-D drawing and computer-based tools that include 2D design software. Make: pupils will use processes, equipment and machinery precisely, including computer-aided design and manufacture. They will use recycled board and pre-coated dye-sublimation mugs, taking into account their working properties. Evaluate: pupils will analyse the work of past and present professionals to broaden their understanding. They will test, evaluate and refine their ideas and products against a specification, taking into account the views of their peers. They will learn to understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers and product developers. Technical knowledge: pupils will learn to understand and use the properties of materials to achieve functioning solutions.
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Assessment 1 – Designing (week 4): Sheets 1 – 3 booklet design pages. Assessment 2 - Making (week 8): final packaged outcome. |
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Y8 DT Art |
9 weeks |
Colour in Nature
Students will be introduced to the work of both contemporary and traditional artists. They will develop mixed media responses to the theme whilst developing their drawing, painting and creative making skills. Students will revisit and become more proficient in the use of the formal elements to create their artwork.
Wk 1) Drawing techniques Wk 2) Colour theory and colour techniques Wk 3) Colour techniques Wk 4) Artist research including artist copy and comparisons (Assessment 1) Wk 5) Mixed media techniques Wk 6) Creating a mixed media background Wk 7) Completion of mixed media background Wk 8) Painting negative space (Assessment 2) Wk 9) Complete final outcome and evaluation
Possible Artist Links Sarah Robey Sue Davis Henry Moore Debby Kaspari |
Building on knowledge and skills from year 7: - Ability to record using visual forms. - Drawing/painting/printing using a range of materials (e.g. watercolour, wax resist ink, pen, pencil, paint, collagraph). - Ability to create highlights, mid-tones and shadows when drawing. - Ability to draw shapes that resemble natural forms. - Ability to use various marks to create tone and texture. - Ability to draw in proportion. - Use of colour theory to support colours mixing (tints, tones, shades). - Ability to create stencil shapes to resemble natural forms. - Use of design principles from other cultures. Ideas - Ability to generate ideas for a piece of artwork. - Creativity to select appropriate marks for each area of a drawing. - Creativity to design a layered outcome whilst being inspired by others. - Ability to generate ideas for a piece of artwork based on cultural traditions and customs. - Ability to make comparisons between artists and their styles. - Ability to record creative ideas in a written format. Knowledge - Develop an understanding of the context of their work. - Develop an understanding of negative space. - Knowledge of both contemporary and traditional artists. - Knowledge of the formal elements and colour theory. - Knowledge of how marks and shapes can be used to create natural forms. - Knowledge of the design process, and drawing in particular. - Have an understanding of the importance and purpose of art in other cultures. Evaluating - Ability to evaluate and reflect upon practical skills and progress. - Ability to refine practical skills after evaluations. - Ability to evaluate their own work and the work of artists. - Reflect upon the importance of art in society and cultures.
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Assessment 1 Research Task (week 4)
Assessment 2 Creative Making Task (week 8)
Other forms of assessment used throughout the projects: Peer assessment Self assessment Verbal feedback (whole class/group/individual) Use of a checklist/success criteria Homework gallery/ group critique
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Y8 DT Textile |
9 weeks |
Introduction to electronic in textiles, incorporating design and making skills: pupils produce a fabric 3D lantern with a LED working light
Wk 1) origins and construction of natural and synthetic fabrics (new and emerging technologies) Wk 2) Physical properties of fabrics Wk 3) modelling, cutting and shaping (Assessment 1) Wk 4) sewing machine skills (specialist tools and equipment) Wk 5) adding colour to fabrics (other cultures) Wk 6) constructing 3D shapes from 2D fabric (using a complex range of fabrics) Wk 7) electronic systems (how electronic systems can used in textiles) Wk 8) Appling knowledge of electronic systems to practical work (functional solutions) Wk 9) completion of product (Assessment 2) |
Building on knowledge and skills from year 7: Design: Pupils will use research of existing products to identify and understand user needs. They will identify and solve a design problem and develop a specification to inform the design of a functional and appealing product that responds to a need. Pupils will adopt a user-centred design process to generate creative responses and will develop and communicate design ideas using annotated sketches and 3-D drawing. Make: pupils will use processes, equipment and machinery precisely, including sew able electronic components. Evaluate: pupils will analyse the work of past and present products to broaden their understanding. They will test, evaluate and refine their ideas and products against a specification, taking into account the views of their peers. They will learn to understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers and product developers. Technical knowledge: pupils will learn to understand and use the properties of materials to achieve functioning solutions.
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Assessment 1 – (Week 3) application of knowledge of fibre and fabric to annotated sketches. Assessment 2 - Making (week 9): final electronic lantern |
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Y8 DT Food |
9 weeks |
Diet and health. Wk 1) Special dietary needs. Wk2) Practical – Bread functions and sources of ingredients. Wk 3) Fruit cookies – how to adapt recipes to fit Eatwell guide. Wk 4) How a sauce thickens – Practical Bolognese. Wk 5) Functions of ingredients – Practical macaroni cheese. Wk 6) Practical – Risotto and costing exercise. Wk 7) Planning a hot school lunch suitable for teenager. (Assessment 1) Wk 8) Practical – hot school lunch and evaluation/environmental issues. (Assessment 2) Wk 9) Practical pastry dish – evaluation/environmental issues. |
Building on the knowledge and skills from year 7: we introduce pupils to special dietary needs (obesity, diabetes, CHD and coeliac). Pupils will learn how to adapt diets to suit particular food needs as well as applying the principles of the Eatwell guide. Pupils will understand the functional properties of the ingredients used in all of their dishes as well as learning about sources, sustainability and environmental issues and food waste connected to their practical work. Pupils will further develop their practical and evaluation skills when making predominantly savoury items which would be suitable to feed themselves and others.
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Assessment 1 – planning, designing and making savoury dish which would be suitable to an adolescent (reference to the School Food Plan) Assessment 2 – making and evaluating. |
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Y8 DT Art |
9 weeks |
Colour in Nature Students will be introduced to the work of both contemporary and traditional artists. They will develop mixed media responses to the theme whilst developing their drawing, painting and creative making skills. Students will revisit and become more proficient in the use of the formal elements to create their artwork.
Wk 1) Drawing techniques Wk 2) Colour theory and colour techniques Wk 3) Colour techniques Wk 4) Artist research including artist copy and comparisons (Assessment 1) Wk 5) Mixed media techniques Wk 6) Creating a mixed media background Wk 7) Completion of mixed media background Wk 8) Painting negative space (Assessment 2) Wk 9) Complete final outcome and evaluation
Possible Artist Links Sarah Robey Sue Davis Henry Moore Debby Kaspari
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Building on knowledge and skills from year 7: - Ability to record using visual forms. - Drawing/painting/printing using a range of materials (e.g. watercolour, wax resist ink, pen, pencil, paint, collagraph). - Ability to create highlights, mid-tones and shadows when drawing. - Ability to draw shapes that resemble natural forms. - Ability to use various marks to create tone and texture. - Ability to draw in proportion. - Use of colour theory to support colours mixing (tints, tones, shades). - Ability to create stencil shapes to resemble natural forms. - Use of design principles from other cultures. Ideas - Ability to generate ideas for a piece of artwork. - Creativity to select appropriate marks for each area of a drawing. - Creativity to design a layered outcome whilst being inspired by others. - Ability to generate ideas for a piece of artwork based on cultural traditions and customs. - Ability to make comparisons between artists and their styles. - Ability to record creative ideas in a written format. Knowledge - Develop an understanding of the context of their work. - Develop an understanding of negative space. - Knowledge of both contemporary and traditional artists. - Knowledge of the formal elements and colour theory. - Knowledge of how marks and shapes can be used to create natural forms. - Knowledge of the design process, and drawing in particular. - Have an understanding of the importance and purpose of art in other cultures. Evaluating - Ability to evaluate and reflect upon practical skills and progress. - Ability to refine practical skills after evaluations. - Ability to evaluate their own work and the work of artists. - Reflect upon the importance of art in society and cultures. |
Assessment 1 Research Task (week 4)
Assessment 2 Creative Making Task (week 8)
Other forms of assessment used throughout the projects: Peer assessment Self assessment Verbal feedback (whole class/group/individual) Use of a checklist/success criteria Homework gallery/ group critique
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Y8 Art |
1.
2. |
Portraits
Close Ups |
Building on knowledge and skills from year 7: Making - Ability to record using visual forms. - Drawing/painting/printing using a range of materials (e.g. watercolour, ink, pen, pencil, charcoal, mono printing). - Explore different mediums to create interesting backgrounds (e.g. brusho dyes, marbling inks, emulsion prints etc.). - Ability to create highlights, mid-tones and shadows when drawing. - Ability to use various marks to create tone, texture and pattern. - Ability to draw in proportion with accuracy. - Use of colour theory to support colours mixing (tints, tones, shades). - Ability to cut and collage shapes to resemble cell structures. - Ability to sculpt using a 3D material (e.g. air dry clay, papier-mâché). - Ability to create different textures. - Ability to sculpt different forms and connect them. - Ability to develop visual and creative personal responses related to their research. - Creative use of typography to add a narrative. Ideas - Ability to generate ideas for a piece of artwork. - Creativity to select appropriate marks for each area of a drawing. - Creativity to design a layered outcome whilst being inspired by artists. - Ability to generate ideas for a piece of artwork based on social issues. - Ability to make comparisons between artists and their styles. - Ability to articulate ideas and opinions related to social issues. - Ability to record creative ideas in a written format. - Ability to translate 2D design ideas into a 3D outcome. Knowledge - Develop an understanding of the context of their work. - Knowledge of both contemporary and traditional artists and how style changed with the times. - Ability to make links between Art and Science. - Knowledge of the subject of their artwork based on independent research. - Knowledge of the formal elements and colour theory. - Knowledge of how marks and shapes can be used to cell structures. - Knowledge of design processes, including sculpting. - Have an understanding of the importance and purpose of art in other cultures and society. - Have an understanding of how art can be used to communicate your views and opinions. Evaluating - Ability to evaluate and reflect upon practical skills and progress. - Ability to refine practical skills after evaluations. - Ability to evaluate their own work and the work of artists. Reflect upon the importance of art in society and cultures. |
Assessment 1 Drawing/Design Task
Assessment 2 Research Task
Assessment 3 Personal response/final outcome
Other forms of assessment used throughout the projects: Peer assessment Self assessment Verbal feedback (whole class/group/individual) Use of a checklist/success criteria Homework gallery/ group critique
Assessment 4 Drawing/Design Task
Assessment 5 Research Task
Assessment 6 Personal response/final outcome
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The Design & Technology and Art Department at St Julie’s offers students a diverse range of creative subjects that include Art and Design, Graphic Design and Hospitality and Catering at key stage 4. Students will have experienced each of these areas at key stage 3 and will have developed foundation skills that, as a department, we have nurtured and built on through a series of creative and practical experiences and opportunities. Uptake of our subjects at GCSE will equip students with the knowledge and skills needed in order to help them make effective design choices, solve problems, communicate ideas effectively, question design and manufacturing decisions and ultimately become better decision makers. We aim to build on their knowledge of the impact of Design Technology, Hospitality and Catering and Art and Design on the historic and modern-day world. They will become more aware of career opportunities that exist in an ever-changing creative area and students will build upon their theoretical knowledge of design & technology and art subjects through the study of a variety of topics as set out below:
Graphic design is a form of visual communication. It is the process by which visual information is given form and structure to communicate a message. Being a graphic designer is the profession of visual communication that combines images, words and ideas to convey information to an audience. It involves designing print or electronic forms of visual information for advertisement, publication or a website. At St Julie’s, graphic design should not be confused with art and design. It is distinct from this subject and should be treated as so. The Level 2 Technical Award in Graphic Design complements GCSE qualifications. It is aimed at students studying Key Stage 4 curriculum who are interested in any aspect of graphic design, including sourcing ideas and design. The qualification that we offer focuses on an applied study of the graphic design sector and you will gain a broad understanding and knowledge of working in the sector. This qualification has been designed to sit alongside the requirements of core GCSE subjects and is appropriate for students at St Julie’s who are motivated and challenged by learning through hands-on experiences and through content which is concrete and related directly to those experiences.
According to the British Hospitality Association, hospitality and catering is the fourth largest industry and accounts for 10% of the workforce in the UK. Since 2010, over 25% of all new jobs have been within the hospitality and catering sector with the majority of new roles falling within the 18-24 age group according to a report by People 1st. The course supports pupils who want to learn about the vocational sector and the potential it can offer them for their careers or further study. Pupils will learn about and understand the catering sector and industry. During their practical work they will develop and extend their practical skills and be encouraged to apply principles of food science, nutrition and healthy eating. Our curriculum will enable them to have a more in depth understanding and application of sources, sustainability and environmental issues related to food production and the industry. They will develop vital skills that enable them to feed themselves and others affordably and nutritiously, now and in later life.
Art and Design encourages self-expression and creativity and can build confidence as well as a sense of individual identity. Creativity can also help with wellbeing. Studying art helps to improve analytical, communication and research skills, it enables pupils to develop their critical thinking and the ability to interpret the world around the. Engagement with the arts helps young people develop a sense of their own identity and value. This in turn develops personal responsibility within their school and wider community. Arts and cultural learning encourages awareness, empathy and appreciation of difference and diversity and the views of others. The creative industries generate £84.1 billion to the United Kingdom (UK) economy each year and employ over 2.8 million people. Unlike many industries, the creative industries continue to grow each year. Learning through and about the arts enriches the experience of studying while at school as well as preparing students for life after school.
Students studying GCSE Art, Craft and Design will practically explore themes through a range of two-dimensional and/or three-dimensional processes and media. Emphasis will be placed on student’s recording of ideas, the practical application of skills and the development of relevant critical and contextual sources such as the work of artists, craftspeople and designers. Students will develop an understanding of the different purposes, intentions and functions of art, craft and design as appropriate to their own work. They will build upon the skills introduced at KS3 whilst being encouraged to work with more independence and purpose. The KS4 curriculum is divided into two components. Component one consists of students creating a portfolio of their own work based on a series of themes and is worth 60% of the final grade, component two is an externally set task worth 40% of the final grade. Throughout the course students will complete a variety of skills workshops to deepen their knowledge and understanding of different techniques and media. These are designed to build technical skills and confidence whilst exposing students to different ways of working before embarking on more independent study for their personal responses and outcomes. The workshops are complemented by exposure to the working practices of a variety of artists, designers, craftspeople or cultures.
Pupils will develop skills in recording experiences and ideas and in selecting and organising visual images. This will be done through photography and drawing; importance will be placed on collecting and working from primary images. This allows students to create innovative and personal work based on their own observations. Observational drawing underpins each theme, pupils will revisit the formal elements taught at KS3 and use these to refine their skills of observation. Pupils will experiment with a variety of techniques and media and use these to explore and communicate their ideas visually in a skilful and effective way. They will be encouraged to review and modify their work as it progresses, making artistic decisions and judgements based on their own and others’ evaluations. Ideas will be planned and developed to create outcomes that link with their work. Pupils will apply their knowledge and understanding to create personal responses to the theme.
Pupils will develop their analytical and evaluative skills through critically reflecting on their own work and that of other artists. Pupils are encouraged to source their own artists references; this ensures that students remain engaged with their work and create personal responses to themes. They will develop their use of specialist art vocabulary and understand the importance of supporting opinions with reasoning. They will be able to articulate their thought process from initial ideas and observations, processes, experiments and discoveries through to the realisation of their ideas. Pupils will be encouraged to reflect on their work, justify their creative decisions and learn from any challenges they faced.
The Art department sets high expectations for the presentation of work, pupils are encouraged to take pride in their work and to present their work creatively. Art is a visual subject and as such we recognise the importance of modelling, we use practical demonstrations to introduce new techniques, addressing possibilities and misconceptions through discussion, experimentation and further demonstration. Exemplar work and sharing of best practice is used to set high expectations, to build students confidence, and to inspire and challenge them. Assessment is used to give personalised feedback to students that is specific to their work. This encourages students to refine work and to reflect on it as it progresses. Peer and self-assessment are used to support the development of work whilst providing opportunities for discussion and reflection.
The externally set task provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and understanding in response to their selected starting point. The preparatory work must explicitly evidence students’ ability to draw together different areas of knowledge, skill and/or understanding from their starting point, through to their realisation of intentions in the 10 hours of supervised time. All pupils are expected to develop a strong body of independent work that fully supports the practical work undertaken in classroom-based sessions. All practical work is underpinned and supported by relevant and appropriate critical studies.
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Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
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Y10 Graphics |
1.
2.
3. |
Unit 02 – Graphic design practice
Unit 02 – Graphic design practice continuation
Unit 03 – Responding to a brief
Unit 05 window 1 External assessment
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Unit 02: Learners will explore design disciplines, examine the work of recognised designers and use their understanding of design components to identify successful design practice. They will choose one discipline, select some work by a recognised designer in that discipline and create their own piece of graphic design, taking inspiration from their research and using components found in the work of their chosen designer Unit 03: Learners will analyse the requirement of a graphic design brief. They will understand the requirements and develop some possible ideas to meet the brief. The learner will further develop an idea and present their final graphic design. Finally, the learner will analyse their work and review how they have met the brief. Unit 05 window 1: Task-based exam (10 hours) which will be graded by NCFE. The external assessment will assess the application of knowledge and skills acquired from units 1 – 3 of the qualification. The external assessment accounts for 50% of the final grade in order to meet the requirements of a Technical Award. The external assessment component is set and marked by NCFE. |
Assessment: 8 x practical assessment activities including: drawing, printing, CAD, typography and written assignment. 1 x external assessment: 10-hour controlled assessment completed under exam conditions. |
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Y11 Graphics |
1.
2.
3. |
Unit 03 – Responding to a brief continuation Unit 04 – Graphic design portfolio Unit 05 window 2 (if needed) External assessment Unit 04 – Graphic design portfolio continuation
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Unit 03: As above. Unit 04: Learners will explore working in the graphic design industry, by looking at different ways to present work to understand different types of portfolio. They will then design and create their own portfolio and review how the portfolio presents their skills as a graphic designer. Unit 05 window 2: As above. Students will only be required to access this second window if they have been unsuccessful in window 1.
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Assessment: 8 x practical assessment activities including: drawing, printing, CAD, typography, careers in the design industry power point, pop-up book and written assignment. 1 x external assessment: 10-hour controlled assessment completed under exam conditions. |
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Y9 Art |
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Bugs & Beasts
Bugs & Beasts
Bugs & Beasts
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Introduction to GCSE Art and Design. Establishing expectations and standards for presenting work. Pupils will respond to a set starting point sourcing primary research through photographs; pupils are encouraged to visit the world museum to collect their own images to work from. Pupils will refine their drawing skills introduced at KS3 and develop their use of the formal elements. Emphasis will be placed on drawing for a purpose through observational and experimental drawing. Skills workshops will include oil pastels, painting, sculpture and printing. Pupils will be introduced to a variety of presentation methods. Pupils will be exposed to different artists/designers/craftspeople work. They will develop skills in describing, analysing and evaluating artwork and using it to inspire, develop and improve their own work. Pupils will develop their use of annotation and reflective recording using specialist art vocabulary. Pupils will look at the work of another culture, learning how the ideas, customs and social behaviour of a particular people can influence the art that it creates. They will then apply their own knowledge, skills and techniques to develop responses influenced by their research. Pupils will experiment with surface design and pattern. |
Assessment 9 x practical assessments |
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Y10 Art |
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3. |
Component one: Portfolio Under the Sea
Under the Sea
My Local Environment
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Pupils will respond to the theme and develop skills in research, recording ideas, analysis, planning and design. Skills workshops will include batik and acrylic paint. Pupils will also develop the skills taught during the previous project. Pupils will select their own artists and use these to inform their work. They will creatively present their research and combine different artists to create personal responses. This process will be supported with compare and contrast activities which will develop pupils use of specialist art vocabulary. Pupils will develop skills in creating extended independent work, creating a response to a theme and presenting work ready for display. Pupils will look at a range of careers in the creative industries and the impact of the creative industries on the UK economy. Pupils will learn about the education and career pathways available to them.
Independent work in response to a choice of given themes within ‘My Local Environment’ Pupils will collect and present their visual research, recording ideas and primary research and using it to inform their work. Pupils will select and research artists/designers/craftspeople/cultures that relate to their theme. They will use annotation and reflection to document and evaluate their design decisions.
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Assessment 9 x practical assessments |
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Y11 Art |
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My Local Environment
Component two: Externally Set Assignment |
Pupils will continue to experiment and refine their practical work. They will plan for and design a personal response to their work. Pupils will experiment with composition, colour, materials and media. The final outcome must show strong links to the developmental work and to the artists studied. Pupils will use reflective recording to explain how and why ideas have developed. Pupils will create a final response to their work. This should be a visual conclusion that links all their work together. Question paper issued by the exam board. Supporting studies and preparatory work. Pupils will select a theme from the question paper and produce a portfolio of work based on this theme. They will gather primary source material through photography and drawing. Carry out artist research and analysis including compare and contrast activities. Pupils will experiment with a variety of techniques using monochrome, colour and mixed media, refining their work as it progresses. They will annotate and reflect on their work to inform their design decisions. Pupils will plan and design their personal response to the theme and practice their final piece. Re-visit coursework and present work for display. |
Assessment: 9 x practical assessments
Portfolio is teacher assessed and externally moderated.
10-hour period of sustained focused work. Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. Teacher assessed and externally moderated. |
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Y9 Hospitality and Catering |
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(Unit 1) L04 – Know how food can cause ill health. (Unit 1) LO1 – Understand the environment in which hospitality and catering providers operate. (Unit 2) L03 – Be able to cook dishes. |
Pupils will develop knowledge and understanding of how food can cause ill health. Students will be challenged to solve problems based on vocational settings as to how to make food safe to eat. Pupils will then apply what they have learned to their own cooking for safe and hygienic working practices. Pupils will also gain a wider understanding of the hospitality and catering environment and how it operates. They will be able to evaluate factors that can affect the success of hospitality and catering providers. Pupils will develop and build upon their practical experiences at KS2 and KS3 to demonstrate effective and safe cooking skills by planning and preparing a variety of food commodities, cooking techniques and equipment. They will demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, storing, cooking and serving food.
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Assessments: 3 x written assignments 6 x practical assignments
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Y10 Hospitality and Catering |
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(Unit 1) LO2 - Understand how Hospitality and catering provision operates. LO3 – Understand how hospitality and catering provision meets health and safety requirements LO5 – be able to propose a hospitality and catering provision to meet specific requirements. (Unit 2) – L03 – Be able to cook dishes. LO2 – AC2.1, AC2.2, AC2.3
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Pupils will develop knowledge and understanding of how the hospitality and catering industry operates and will be able to explain how various provisions meet customer requirements. They will be able to address economic, moral, social and cultural issues which may affect provision. Pupils will be equipped with the knowledge to understand how the hospitality and catering industry meets health and safety requirements and challenged to apply this to vocational settings. Pupils will be able to use all their knowledge and understanding to propose suitable hospitality provision to meet a need. This will involve the students having to make independent decisions to propose, structure and justify solutions to problems within the hospitality and catering sector. Pupils will develop and build upon their practical experiences in year 9 to demonstrate effective and safe cooking skills by planning and preparing a variety of food commodities, cooking techniques and equipment with increasing complexity. Pupils will understand the economic, ethical and socio-cultural influences on food availability, production processes, diet and health choices. |
Assessments: 3 x written assignments 6 x practical assignments
External assessment All pupils are entered for external examination in year 10 (summer term) in order to enhance their outcome of success.
Unit 1 The Hospitality and Catering Industry – 90minutes examination. (worth 40% of final Grade) |
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Y11 Hospitality and Catering |
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Unit 1 LO1-LO5 revisiting
Unit 2 LO1 – understand importance of nutrition in planning menus. LO2 – understand menu planning L03 – Be able to cook dishes.
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Assessments: 3 x written assignments 6 x practical assignments
Unit 2 Internal assessment NEA (60%): Hospitality and Catering in Action Controlled assessment – Three stages: Task setting Task taking Task marking
Unit1 External assessment Unit 1 (40%): The Hospitality and Catering Industry – 90minutes examination. (worth 40% of final Grade). Examination sat in summer term.
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KS5 Intent
A Level Art & Design can help students develop an extensive variety of both creative and technical skills. A strong artistic background can cultivate lots of different transferable skills including creativity, problem solving, organisation, time management and contextual interpretation. Students will learn communication skills, in particular how to express concepts and feelings, an ability to appreciate the visual world and to respond to it in a personal and creative way. Students will develop a working knowledge of materials, practices and technology in one or more of the disciplines within art. They will develop the skills to interpret and convey ideas, thoughts and feelings using art, craft and design. Students will develop imaginative, experimental and creative powers as well as critical and analytical documenting skills. Students will interpret the work of other artists/designers/craftspeople/cultures developing their analytical and evaluative skills and use them to reflect upon their own work and development. They will develop their use of specialist vocabulary and the knowledge and understanding of the place of art, craft and design in history and in contemporary society. Students will be introduced to a variety of experiences, employing a range of media, processes and techniques. This will involve skills workshops that provide students with opportunity to explore and experiment with different techniques and media. Students will explore the role of arts and culture in the creative industries and the education and career pathways available to them. Students will develop a portfolio of work by building upon the knowledge, understanding and skills gained with greater depth of study. An extended written element will complement this project in which students choose an idea to investigate, analyse and respond to. Students will complete an externally set assignment, creating a portfolio of supporting studies/preparatory work based upon one of the externally set stimulus. Responses take the form of integrated practical and critical preparatory work which informs and relates to a 15 hour period of sustained focus in which the student brings their work to a conclusion under supervised conditions.
An introduction to the health and social care sector through applied learning. This supports progression to higher education. This course includes elements of both vocational and general qualifications. The content includes the knowledge, understanding, skills and attributes required in the Health and Social care sector. BTEC Nationals required applied learning that brings together knowledge and understanding (the cognitive domain) with practical and technical skills (the psychomotor domain). This is achieved through learners performing vocational tasks that encourage the development of appropriate vocational behaviours (the affective domain) and transferable skills. Transferable skills are those such as communication, teamwork, research and analysis, which are valued in both higher education and the workplace. This approach provides rigour and balance and promotes the ability to apply learning immediately in new contexts.
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Year |
Term |
Topic |
Knowledge, skills and understanding |
Window for Assessment |
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Y12 Art |
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Introduction to A Level Art and Design Skills workshops
Personal Investigation |
Introduction to A Level Art and Design. Establishing expectations and standards for sketchbook presentation of work. Teacher led skills workshops including; drawing, mark making, painting, printing, collage, mixed media. Collecting primary source work. Annotation and reflective practice, research and analysis including critical and contextual studies. Development, experimentation, combining and refinement of skills. In depth artist research will support and enhance practical work. Students will analyse images, recording their initial reactions to the work of others. They will develop skills in describing, analysing and interpreting work and use these to form judgements and evaluations based on their findings. Exploration of the creative industries, education and career pathways. Independent work in response to a chosen theme. Students will create a portfolio of work. They will collect primary source work through photography and drawing. Use research and analysis of artists/designers/craftspeople/cultures to support and enhance their own work . Develop their creative making skills through experimentation and refinement. Ideas and decisions will be documented through annotation and reflective recording. |
Assessment: 9 x practical assessments. 3 x written assignments.
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Y13 Art |
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Personal Investigation
Externally Set Assignment
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Development of Personal Investigation. Experimentation and refinement of work. Planning and design. Critical and contextual studies. Annotation and reflective recording. Final piece(s).Pupils will present a meaningful response that realises intentions and where appropriate makes connections between visual and other elements. Art essay Question paper issued by the exam board Preparatory Study Period: Gathering primary source materials based on a set theme. Research and analysis including critical and contextual studies. Experimentation and refinement. Planning and design development for a personal response. Refining coursework and presenting work for display. |
9 x practical assessments 3 x written assignments. All work produced for the personal investigation will be marked as a whole and internally marked and verified, and externally moderated. 15-hour period of sustained focused work: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements. All work produced for the externally set assignment will be marked as a whole and internally marked and verified, and externally moderated |
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Y12 H&SC |
UNIT 5 Controlled assessment
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Unit 5 Meeting individual care and support needs
Learning Aim A Examine principles, values and skills which underpin meeting the care and support needs of an individual Learning Aim B & C
Examine the ethical issues involved when providing care and support to meet individual needs
Investigate the principles behind enabling individuals with care and support needs to overcome challenge Learning Aim D Investigate the roles of professionals and how they work together to provide care and support necessary to meet individual needs
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Pupils will develop the knowledge to provide cane and support the needs of an individual in a health and social care environment, they will develop an understanding of the principles and practicalities of the foundation of all care disciplines. The unit will introduce the pupils to the values and skills that will be needed in a career in and health and social care setting, including ethical issues and challenges. Learning Aim A: Pupils will explain the importance of promoting equality and diversity for individual with different needs, they will analyse the impact of preventing discrimination for individual with different needs and evaluate the success of promoting anti discriminatory practice Pupils will explain the skills and person attributes necessary for professional caring, they will assess different methods professionals might use when building up relationships with service users and establishing trust Learning Aim B & C: Pupils will explain how to incorporate ethical principles into the provision of support for individuals with different needs, they will analyse how an ethical approach providing support would benefit the needs of the individual. pupils will justify the strategies and techniques used to overcome ethical issues and challenges Pupils will explain and assess the strategies and communication techniques used and how to use these to overcome challenges. Pupils will explain the benefits of promoting personalisation when overcoming challenges faced by individuals with different needs Learning Aim D: Pupils will explain why meeting the needs of the individuals requires different agencies, they will assess the benefits of a multi-disciplinary and multi-agency working for specific individuals. They will justify how organisations and professional work together to meet individual needs, whilst managing information and confidentiality. Pupils will explain the roles and responsibilities of the different team members. pupils will analyse the impact of legislation and codes of practice.
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Assessment: Due to BTEC regulation the controlled assessment can only be marked once and allow one occasion for a resubmission. An assessment plan is drawn up each year with clear assessment dates and approved by BTEC regulations.
Generally, submission for Task 1 (Learning aim AB&C)
Is at the beginning of January with a 2-week slot allowed for resubmissions.
Generally, submission for Task 2 (Learning aim D) is at the beginning of April again allowing a 2-week slot for resubmissions.
6 written assessments. 2 per term on L.A A, B and C |
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Y13 H&SC |
Unit 2 Exam
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Unit 14 Controlled Assessment 1.
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Unit 2 Demonstrate knowledge of service users needs, roles and responsibilities or workers and working practices within the health and social care sector A03: Analyse and evaluate information related to the roles and responsibilities of health care workers and organisations and how workers are monitored and regulated Command word: Explain A04: Make connections between role and responsibilities of health and social care workers and organisation are monitored and regulated and how multi-disciplinary teams work together to meet service user needs Unit 14 Controlled Assessment
Investigate the cause and effect of physiological disorders
Exam the investigation and diagnose of physiological disorders
Examine treatment and support available for service users with physiological disorders
Develop a treatment plan for service users with physiological disorders to meet their needs
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Learning Aim A Pupils will learn about the roles and responsibility of health and social care practitioners and the organisation they work for. GP’s, Nurses, Midwives, health care assistants, Social workers, Occupational Therapist, Youth Workers, care assistants, care managers, support workers. They will learn how the standing in these different areas are set and monitored and reflect on the role of the professional in this sector supporting people with health and social care needs Pupils will learn about different policies and procedures used in the working environment to include: DBE, H&S, medication, safeguarding. Students will develop knowledge on support procedure for healing and recovering from illness/ accidents. Learning Aim B Pupils will learn about the roles and organisations providing health care services The public sector, primary, secondary and Tertiary care. The NHS foundation trust. Adult and children’s social care services Pupils will develop their knowledge on the range of setting that provide Health care services Hospitable, day care , hospices, residential and domiciliary care. Pupils will gain a range of knowledge about the issues that affect the services such as referral and barriers to care, they will learn about the roles of organisation that regulate and inspect the health care services such as the CQC, NICE, PHE and Ofsted. Learning Aim C Working with people with specific needs on the health and social care sector. Pupils will develop knowledge on people with specific needs, physical and mental health. Learning disabilities, physical and sensory disabilities, this will be applied to a range of age groups and case studies. Pupils will investigate working practices and how regulations affect people working in these areas. Looking at how poor working practices and been identified and addressed Learning Aim A Pupils will explore different types of physiological disorders and how they are diagnosed by doctors, thee type of treatment and support they may receive Pupils will research and explain the causes, signs and symptoms of physiological disorders, they will also analyse the changes in the body system resulting from different types of physiological disorders. Pupils will evaluate the impact of the physiological disorders on the health and wellbeing of the service user (PIES) Learning Aim B/C Pupils will compare the investigation a diagnostic of physiological disorders, pupils will assess the importance of specific procedures in confirming the diagnoses of physiological disorders. Pupils will explain the treatments and support available for service users with different physiological disorders. Pupils will assess the treatment, support and types of care for service users with different types of physiological disorders pupils will justify the benefits of different investigations and treatment options for service users diagnosed with physiological disorders Learning Aim D Pupils will assess the care needs of a selected service user with physiological disorders Pupils will plan a treatment to meet the needs of a selected service user with a physiological disorder reviewing where appropriate, to improve outcomes Pupils will explain how the plan would improve the health and wellbeing of a selected service user Pupils will justify the recommendation of the plan in relation to the needs of service users and state advantages and disadvantages of the treatment options |
Assessment 1: (week 7) Knowledge of key words. Assessment 2: (Week 11) Recall and retention of key information and terminology.
Assessment 3: (week 6) Knowledge check
Assessment 4: (week 11) Mini-mock
Assessment 5: (week 5) Mock
Unit 2 External assessment
Unit 1 (50%): Examination sat in summer term.
Assessment: Due to BTEC regulation the controlled assessment can only be marked once and allow one occasion for a resubmission
An assessment plan is drawn up each year with clear assessment dates and approved by BTEC regulations
Generally, submission for Task 1 (Learning aim AB&C)
Is at the beginning of January with a 2-week slot allowed for resubmissions
Generally, submission for Task 2 (Learning aim D) is at the beginning of Aril again allowing a 2-week slot for resubmissions |
| Headteacher: Mr. T. Alderman | |
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Speke Road, Liverpool, L25 7TN |
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0151 428 6421 |
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0151 421 1399 |
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reception@stjulies.org.uk |
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@StJulies | @StJuliesNotices |
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