Technology

Years 7 & 8

All key stage three students in years seven and eight study Food Preparation and Nutrition. As part of their work with food, pupils are taught how to cook and apply the principles of nutrition and healthy eating. 

Year 7

Students learn to basic preparation skills and how to work safely and hygienically in the food room. Practical skills are delivered through the preparation of a range of dishes and using a range of equipment. During food theory lessons students learn about the principles of healthy eating and food provenance. 

Year 8

Students study Food Preparation and Nutrition for a term to extend their basic skills from Year 7. In year 8 students will continue to learn about diet, nutrition and health and the consequences of poor diet and lifestyle choices. Students will be working independently during practical lessons to allow students to practice their cooking skills. 

What skills students develop

Weighing and measuring, using equipment safely and hygienically, cooking a range of snacks, main meals, desserts, using a range of different ingredients and methods of cooking.

How students are assessed

Assessment takes place throughout all of the Key Stage 3 design and technology subjects. In Food Preparation and Nutrition students are assessed in the form of written key assessments and from practical tasks. Books are expected to be kept organised and well presented at all times. 

Homework

A variety of homework tasks are set throughout the projects. On occasion, these are based on activities from the lesson to evaluate their products or dishes, or they may be an independent research task related to the topic or dish they are cooking next. If practical skills can be practised at home we thoroughly encourage it but we understand this is not always feasible.

How parents can help

All parents can help students with their Food Preparation and Nutrition work by providing basic ingredients and equipment that will allow them to present all of their work to a high standard. Another way in which a parent can support their child is by showing an interest in the subject and asking them what they have recently been cooking during their Food preparation and nutrition lessons. Ideally, a parent will check over homework items and support them with their literacy skills. Parents can support students by allowing them to weigh their own ingredients and prepare their equipment for practical lessons themselves so that they familiarise themselves with scales and ingredients and are prepared for the lesson. Also to encourage them to help to make dinner or meals to practise their skills.

Extra-curricular Activities

A variety of after school activities regularly take place that help enthuse and support students who have an interest in food and cooking whether they are currently studying it or not. Students attend voluntarily to cook a range of seasonal dishes, compete in cooking competitions, and generally enjoy cooking and trying out and testing new recipes.

Useful Food Links

• www.bbc.co.uk/food
• www.nutrition.org
• www.uktv.co.uk/goodfood
• www.jamieoliver.com
• www.sainsburys.co.uk
• www.food.com
• www.allrecipes.co.uk
• www.bbcgoodfood.com
• www.channel4.com/4food/recipes

Year 7 & 8 Graphics

In year 7 & 8, young designers will learn how to visually communicate through a wide variety of media, techniques and digital technology.

The Key Stage 3 schemes of work are designed to allow our students to experience how it feels to work like a designer in industry, using the most up to date Adobe Creative Suite software with teaching from a graphics specialism. Students work to a brief, just as they would in industry, which receives regular verbal and written feedback to enable our young designers to challenge themselves and make progress.

The work of artists & graphic designers is explored and our young designers learn to embrace work from the past, as well as current art/graphic design practice.

Our focus in KS3 is to develop visual design skills, which provide students with a better understanding of graphic design. They engage in learning about the elements and principles of graphic design and applying these to practical design tasks.

Year 7

In Year 7 students study different cultures and focus on hand illustration skills focusing on type and image. Students create a range of greeting card illustrations inspired by a designer and culture of their choice.

Year 8

In year 8 students will be looking at key graphic design skills that underpin successful compositions of branding, advertising and packaging. Students explore elements and principles of design in more depth and detail. They will respond to various design briefs and apply their knowledge of elements and principles to these tasks. 

Students will develop their research and drawing skills and learn a range of graphic skills including: artist research, sketching, manipulating drawings, digital media such as adobe illustrator/photoshop & understanding how to work with a range of graphic materials/techniques.

Through their education in year 7 & 8, our young designers should be equipped with the knowledge to successfully progress onto GCSE Art & Design Graphic Communication should they wish to.

What skills students develop

Hand skills, computer skills, accuracy, dimensioning, scale, presentation, manipulating images, colour awareness, promotion, packaging, nets, working with a variety of materials, sustainable design, meeting a brief, designing for a target market, planning, calculating, researching.

How students are assessed

Assessment takes place throughout all of the Key Stage 3 Graphics projects and work is not marked exclusively at the end. Students will sit a key assessment (test- theory & design based) and a tri-weekly assessment (project/design work) during their time in Graphics. Books are expected to be kept organised and well presented at all times and these essential areas can affect the overall final level. The student’s progress will also be based on their ability to meet the requirements of a brief, their testing and trialling of materials and skills and their final design outcome.

Homework

A variety of homework tasks are set throughout the projects. On occasions these will be based on activities from the lesson, or they may be an independent research task. If practical elements can be practised at home we thoroughly encourage it but we understand this is not always feasible.

How parents can help

All parents can help students with their Technology work by providing basic equipment that will allow them to present all of their work to a high standard. Another way in which a parent can support their child is by showing an interest in the subject and asking them what they have recently been completing during their Technology lessons. Ideally a parent will check over homework items and support them with their literature skills. Homework will always be added to Satchel One.

Extra-curricular Activities

A graphics club regularly takes place during break 2 that help enthuse and support students who have an interest in Graphics whether they are currently studying it or not. These sessions could be an extension of class-based learning, an opportunity to complete homework or a completely new project/activity. On occasions we have even had the students come up with ideas for Graphics based projects which we are able to facilitate. 

Year 7

At the beginning of Year 7, our students focus on key foundational skills. These Foundational Skills focus on key areas required in Design and Technology such as Health & Safety, Application of Numeracy; Accuracy and Precision, Materials/Ingredients and their Properties, Design & Communication Skills and Computer Aided Design and Manufacture.

What skills students develop

Students develop their foundational skills to begin to develop the ability to communicate their work and respond creatively, and justifiably to a Design Brief. Throughout their year and throughout their time in the DT Department, the overarching aim is to produce commercially viable products, which are also socially and ecologically beneficial. 

How students are assessed

Assessment takes place throughout all of the Key Stage 3 in line with the school’s assessment and reporting. Books are expected to be kept organised and well presented at all times and the quality of this and students extended learning will affect the overall final level. The student’s level will also be based on; their ability to meet the requirements of a brief, their testing and trialling of materials and skills, their focus on practical tasks, folder work and their final practical outcome. By the end of Key Stage 3 this will include a piece of well finished jewellery and packaging in Year 7.

Homework

A variety of homework tasks are set throughout the projects. On occasions these will be based on activities from the lesson, or they may be an independent research task. If practical elements can be practised at home we thoroughly encourage it but we understand this is not always feasible.

How parents can help

All parents can help students with their DT work by providing basic equipment that will allow them to present all of their work to a high standard. Another way in which a parent can support their child is by showing an interest in the subject and asking them what they have recently been completing during their lessons. Ideally a parent will check over homework items and support them with their literature skills.

Extra-curricular Activities

A variety of after school activities regularly take place that help enthuse and support students who have an interest in DT whether they are currently studying it or not. After school sessions such as ‘Makerspace’ are held weekly, and could be an extension of class based learning, an opportunity to complete homework or a completely new project. 

Years 7 & 8

Across KS3 students will develop an awareness and interest in the broad area of textiles. They are encouraged to explore and experiment with a wide range of techniques and equipment to develop skills and to express themselves creatively.

Students learn basic skills, gathering a general knowledge of all equipment within the work room. The projects that student’s work on for one term, is to design and make a product responding to a design brief, students will investigate the work of other artists and cultures, as well as explore different materials and processes which can be used to make their final prototype.

In year 7 students will create an ipad case exploring the use of sustainable materials and sublimation prints inspired by the designs of Orla Kiely.

In year 8 students will create a cushion decorated using applique inspired by the theme of celebrating cultural diversity.

What skills students develop

Students will learn a range of skills from understanding the need of thorough research, to being able to gather ideas to assist with their design work and then be able to make informed choices for their final design. They will learn basic pattern cutting and assembly, as well as lots of decorative skills, using a variety of equipment and machinery – sewing machines, over lockers, CAD and CAM etc., to make a product. They will also then learn how to test and improve their product by evaluating thoroughly.

How students are assessed

Continuous assessment is maintained throughout each project including self-assessment as students reflect on their own work and how it can be improved, peer assessment giving constructive comments to their colleagues. All work is reviewed and marked by the teacher at regular intervals, students will have two tri-weekly and two key assessments over the term and their final projects are summatively assessed at the end of each term.

Homework

Homework is set regularly in line with a weekly timetable, which helps build on their knowledge gained in school thus enabling students to extend their capabilities and experience as they complete their project work.

How parents can help

• Parents can help students by monitoring their progress and evaluating their work with them.
• Help students with their textiles work by providing basic equipment that will allow them to present all of their work to a high standard.
• Another way in which a parent can support their child is by showing an interest in the subject and asking them what they have recently been completing during their textiles lessons.
• Ideally a parent will check over homework items and support them with their literature skills.
• On occasions a materials payment may be required and sometimes materials may need to be sourced independently.
• If practical elements can be practised at home we thoroughly encourage it.

Extra-curricular Activities

In Textiles there is an after school club that runs regularly for all KS3 students that would like to learn how to handle more challenging fabrics to manufacture a cuddly soft toy.

Exam Board

AQA Food Preparation and Nutrition GCSE

Link to course specification

Link to Personal Learning Checklists

Course Details

Food Preparation and Nutrition is a practical GCSE subject which introduces key cooking skills including deboning a chicken, filleting a fish, bread making, sauce making, knowledge of nutrition, ingredients, and developing new recipe ideas. Students are also required to use skills in planning, higher level practical skills, finishing techniques, and evaluating.

Students learn a variety of practical cooking skills using a vast selection of ingredients and equipment and study a series of modules covering food nutrition & health, food science, food safety, food choice and food provenance.

During the course students produce two pieces of coursework with elements of research, design, production, and evaluation.

What skills student develop

A variety of practical cooking skills using a vast selection of ingredients and equipment.

• In year 9 students will learn to make a variety of sweet and savoury dishes to further develop their practical skills. Students will also be learning about food safety, food choice and diet, nutrition, and health. 
• In Year 10 students will be learning higher skill cooking techniques. Students will also be learning about food science, functions of ingredients, food provenance and NEA practice.
• In Year 11 students will be focusing on NEA 1 food science task and NEA 2 food preparation task as well as exam technique and revision of all topics. 

How students are assessed

Exam  (1.75 hrs)	Food preparation and nutrition	50% of the qualification
Non exam assessment	Food investigation task and food preparation task	50% of the qualification

• Verbal feedback
• Continuous assessment of class and homework
• Self-assessment, peer assessment and evaluation
• Tests and examinations
• Controlled Assessment Coursework

Homework

A variety of homework tasks are set throughout the Food preparation and Nutrition courses. Homework may relate to the theoretical elements of the course which will prepare students for their examinations. Controlled assessment NEA (coursework) will be completed during lessons and under supervision, but additional cooking practice at home will enhance the overall quality of dishes produced.

How parents can help

All parents can help students with their food work by providing ingredients and equipment that will allow them to present and cook all their work to a high standard. Another way in which a parent can support their child is by showing an interest in the subject and asking them what they have recently been completing during their food lessons. Ideally a parent will check over homework items and support them with their literacy skills. 

If practical skills and recipes can be practised at home, we thoroughly encourage it but we understand this is not always feasible. Parents can support students by allowing them to weigh their own ingredients and prepare their own equipment for practical lessons themselves so that they familiarise themselves with scales and ingredients and are prepared for their lesson. Students are also encouraged to cook dinner at least once a week to practise their cooking skills, organisation, and timing.

Extra-curricular Activities

A variety of after school activities regularly take place that help enthuse and support students who have an interest in food. After school extended day sessions are held after school and could be an extension of class-based learning, an opportunity to complete homework or NEA work. The controlled assessment part of the course equates to 50% of the GCSE which means students will be required to attend after school sessions to enable them to prepare for their assessed pieces of work and practise possible recipe ideas in preparation for their assessed practical lessons.

Useful Links

• www.bbc.co.uk/food
• www.nutrition.org
• www.uktv.co.uk/goodfood
• www.jamieoliver.com
• www.sainsburys.co.uk
• www.food.com
• www.allrecipes.co.uk
• www.bbcgoodfood.com
• www.channel4.com/4food/recipes
• https://realfood.tesco.com

Exam Board

AQA Design Technology GCSE – All students study GCSE Design and Technology and at least one chosen specialist material area. At Blenheim students choose from Paper & Board or Timber Board Products.

Link to course specification

Link to Personal Learning Checklists

Course details

Students will complete in depth theoretical study and practical exploration of;

• Core technical principles
• Specialist technical principles
• Designing and making principles

What skills students develop

Hand skills, computer skills, accuracy, dimensioning, scale, presentation, working with a variety of materials, sustainable design, meeting a brief, designing for a target market, planning, calculating, researching, ability to apply own research and testing to their practical outcomes, presenting work to others, critically assess their own and their peers designs.  Parallel to theory and research students complete a substantial design and make task focusing on the key skills;

• Investigating
• Designing
• Making
• Analysing and Evaluating

How students are assessed

Exam (2 hrs)	Core technical principles, specialist technical principles & designing and making principles	50% of the qualification
Non exam assessment	Core technical principles, specialist technical principles & designing and making principles	50% of the qualification

The GCSE coursework project will encompass approx. 35 hours work, based on one of three contexts released by the exam board in June each year. Students must then develop an iterative design response to context in order to solve a problem. 

Homework

A variety of homework tasks are set throughout the course. Homework may relate to the theoretical elements of Design Technology which will prepare students for their examinations. It may consist of controlled assessment preparation. All set pieces of NEA must be completed on time and to a high standard. Most NEA will be completed during lessons or under supervision at the end of the school day.

How parents can help

All parents can help students with their Design Technology work by providing basic equipment that will allow them to present all of their work to a high standard.  Another way in which a parent can support their child is by showing an interest in the subject and asking them what they have recently been completing during their Technology lessons. Ideally a parent will check over homework items and support them with their literature skills.  On occasions a materials payment may be required and sometimes materials may need to be sourced independently. If practical elements can be practised at home we thoroughly encourage it but we understand this is not always feasible.

Extra-curricular Activities

A variety of after school activities regularly take place that help enthuse and support students who have an interest In Design Technology. After school session are held weekly and could be an extension of class based learning, an opportunity to complete homework or a completely new project.  The NEA section of the course equates to 50% of the GCSE which means students will be required to attend after school sessions to enable them to prepare for their assessed pieces of work.

Exam Board

AQA Art & Design Graphic Communication - One Route – All students study GCSE Graphic Communication.

Link to course specification

Link to Personal Learning Checklists

Course Detail

Graphics is intended for those candidates who are interested in an Art & Design course which relates to the appreciation of Graphic communication in advertising, illustration and in the promotion of ideas, information and new images.

The course will involve working to a design brief, identifying and exploring problems, planning courses of action, using appropriate equipment and materials, designing and working in a variety of media including computer graphics.

Students on the Graphic Communication GCSE course are introduced to a variety of experiences exploring a range of graphic media, techniques and processes, including both traditional and new technologies.

Students will complete in depth study and practical exploration of:

• Advertising
• Illustration
• Computer aided design
• Packaging
• Typography

From this experience students can select one or more areas to develop as they produce the range of work needed to fulfil this subject’s GCSE requirements.

All students have access to the most up to date Adobe Software Collection, which is in line with industry standard. Students cover areas of study within Photoshop, Illustrator, Digital Photography, Typography, Illustration, Layout/Design for Print, Animation, Print Making, Advertising and Packaging Design.

How students are assessed

Non exam assessment	Externally set assignment. Preparatory period followed by 10 hours of supervised time	40% of the qualification
Non exam assessment	Portfolio	60% of the qualification

Along with a coursework/sketchbook submission, students are also required to complete a controlled test/examination, which is similar to a unit of work but produced in a limited time and concluded in 10 hours under exam conditions.

• Sketchbooks/Portfolio – 60%
• Examination – 40%

There are typically 2 coursework units and an exam unit, where students sit a 10-hour exam in which they produce their final outcome.  This takes place around Easter time of year 11. The examining body for the course is AQA, which is also used for GCSE Art, therefor assessed on the same criteria.

Personal Attributes students should have

• Show a high level of commitment, both in school and on visits to external facilities and in completion of work out of school hours.
• Provide themselves with basic equipment e.g. glue stick, colouring pencils, pencils, ruler, rubber, crayons, scissors etc.
• To visit art galleries, libraries, museums and other places relevant to the course (either independently or through school trips)
• Consider their own suitability for a course, which relies heavily on self-discipline in a practical area.

What skills students develop

Hand skills, computer skills, accuracy, dimensioning, scale, presentation, working with a variety of materials, sustainable design, meeting a brief, designing for a target market, planning, calculating, researching, ability to apply own research and testing to their practical outcomes, presenting work to others, critically assess their own and their peers designs. Parallel to theory and research students complete a substantial design and make task focusing on the key skills:

• Investigating
• Designing
• Making
• Analysing and Evaluating

Homework

Students will be expected to complete a range of independent research tasks, personal preparation and gather material for use in their own work on a weekly basis.

Homework may relate to the theoretical elements of Design Technology, which will prepare students for their examinations and further study. It may consist of controlled assessment preparation. All set pieces of NEA must be completed on time and to a high standard. Most NEA will be completed during lessons or under supervision at the end of the school day.

How parents can help

All parents can help students with their Design Technology work by providing basic equipment that will allow them to present all of their work to a high standard.  Another way in which a parent can support their child is by showing an interest in the subject and asking them what they have recently been completing during their Technology lessons. Ideally a parent will check over homework items and support them with their literature skills. On occasions a materials payment may be required and sometimes materials may need to be sourced independently. If practical elements can be practised at home we thoroughly encourage it but we understand this is not always feasible.

Extra-curricular activities

A variety of after school activities regularly take place that help enthuse and support students who have an interest in Design & Technology. 

The NEA section of the course equates to 60% of the GCSE, which means students will be required to attend after school sessions to enable them to prepare for their assessed pieces of work.

Progression

Students completing the Art & Design Graphics course will gain the necessary skills to continue their artistic development at further or higher education level. The course offers a broad skills base including design, creative ICT applications Photoshop, Illustrator and use of mixed media, which equips students to go on to Graphics courses as well as Design courses .

Careers in the creative industries are varied and students will discover opportunities as they continue their route through further education courses.

GCSE itself develops creativity and practical skills which are relevant and transferable to many areas of work or apprenticeships.

Exam Board

AQA Art & Design Textiles 

The examining body for the course is AQA, which is also used for GCSE Fine Art and Art Graphics and is therefore assessed on the same criteria. Further details of the specification and advice can be found below;

Link to course specification

Link to Personal Learning Checklists

Course detail

The course has been designed to allow students to develop knowledge and understanding, through a variety of learning experiences and approaches, including engagement with sources. This allows students to develop the skills to explore, create and communicate their own ideas.

Students will demonstrate these skills through the development, refinement, recording, realisation and presentation of ideas through a portfolio and by responding to an externally set assignment which is 10 hours under exam conditions.

In Component 1 and Component 2 students are required to work in one or more area(s) of design textile, such as those listed below:

• art textiles
• fashion design and illustration
• costume design
• constructed textiles
• printed and dyed textiles
• surface pattern
• stitched and/or embellished textiles
• soft furnishings and/or textiles for interiors
• digital textiles
• installed textiles

Assessment

Non exam assessment	Portfolio	60% of the qualification
Non exam assessment	Externally set assignment. Preparatory period followed by 10 hours of supervised time	40% of the qualification

The exams and non-exam assessment will measure how students have achieved the following assessment objectives or AO’S.  There are 4 main marking objectives:

• AO1: Develop ideas through investigations, demonstrating critical understanding of sources.

An ability to effectively develop ideas through creative and purposeful investigations. An exceptional ability to engage with and demonstrate critical understanding of sources. Research the work of others and use as influence within their own work. 

• AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

An ability to thoughtfully refine ideas with discrimination. An ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. Using paints, crayons, pastels, CAD, photoshop, photography to present design ideas.

• AO3: Record ideas, observations and insights relevant to intentions as work progresses.

An ability to skillfully and rigorously record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. Creating sketchbooks and design sheets relevant to the chosen theme.

• AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

An ability to competently present a personal and meaningful response and realise intentions with confidence and conviction. An exceptional ability to demonstrate understanding of visual language. Responding to a design brief creatively.

Extra-curricular activities

An extended day session runs fortnightly for year 11 students to support them with their portfolio development. It is compulsory that students attended this weekly session to receive the support and advice needed.

What type of students are suited to this GCSE

• Highly creative, willing to take design risks and develop an experimental approach.
• Self-disciplined, driven and highly organised in order to complete the required amount of work as 60% is based on coursework (NEA).
• Willing to draw and experiment with different drawing techniques and be critical of their own work.
• Shows an interest in fashion, art, culture and design. Students who visit museums, galleries and other exhibitions and/or read books/magazines related to the course in their own time or through school will find this will broaden their understanding of the world of design and inspire them.
• Excellent presentation skills and takes pride in the quality of their work.

Progression

This course enables students to go onto further study at A-Level and university as it develops a broad range of manufacturing and illustrative skills, opportunities for creative and critical thinking, evaluation and experimentation as well as exploring the cultural, historical and social influences of art on design.

Careers from this course include but are not limited to: fashion design, costume design, pattern cutting, print design, tailoring/alterations, fashion journalism, fashion photography, fashion illustration, garment technologist and more…

Exam Board

Eduqas GCSE in Art and Design - Product Design 3D

Link to course specification

Link to Personal Learning Checklists

Course Detail

This course is designed to provide engaging, challenging, coherent and meaningful learning experiences through a flexible structure that supports the sequential and incremental development of creative practice. Our rewarding and immersive programme of study broadens experience, develops imagination and technical skills, fosters creativity and promotes personal and social development. The focus of the specification is to nurture an enthusiasm for Art, Craft and Design and, through a broad introductory foundation programme, to develop critical, practical and theoretical skills that enable students to gain a holistic understanding of a range of practices and contexts in the visual arts, crafts and design fields.

Course Focus: Three Dimensional Design – Product Design

Three-Dimensional Design is defined here as the design, prototyping, modelling or making of primarily functional and aesthetic consumer products, objects, and environments. This might include site-specific sculptural forms made to meet a design brief.

Students undertaking this title must explore practical and relevant critical and contextual sources such as the work of historical and contemporary three-dimensional designers and makers, as well as the different purposes, intentions and functions of three-dimensional design as appropriate to their own work. Students should demonstrate the ability to work creatively with processes, techniques and materials, including those that are recyclable, appropriate to the chosen area of study such as: computer-aided design; model making; prototyping; constructing and assembling. An understanding of the relationship between form and function is essential.

Assessment

Non exam assessment	Portfolio	60% of the qualification
Non exam assessment	Externally set assignment. Preparatory period followed by 10 hours of supervised time	40% of the qualification

Assessment Objectives

As part of their studies for Three-dimensional design students should aim to present clear evidence of addressing the assessment objectives (AO), as in the following examples.

AO1

Develop ideas that are informed by investigative, contextual and cultural studies of historical and contemporary three-dimensional design in their own and other societies and other sources, for example, in the work of craftspeople working in wood or metal.

Explore a wide variety of work produced by three-dimensional designers and understand the differences in their methods, approaches, purposes and intentions such as ethical considerations.

Provide evidence of analytical skills and critical and contextual understanding by appraising, comparing and contrasting the work of relevant three-dimensional designers and other historical and contextual sources, using this to inform their own work.

Increase awareness of the wide variety of three-dimensional design processes and outcomes and the differences between these, including relationships between functional and aesthetic considerations and how these are applied and adapted to meet particular needs.

AO2

Refine and reflect upon work as it progresses by exploring ideas, selecting and experimenting with appropriate breadth of three-dimensional design materials and processes, including, wood, clay, plastic, metal, card and paper and, where appropriate, the purposeful manipulation of digital software. Exercise skilful and safe application of these to maximise creative potential and produce quality outcomes.

Explore a stimulating and rich variety of resources to initiate and develop innovative ideas. 

Pay due regard to line, tone, colour, shape, texture and other visual elements and where appropriate, use drawing to explore and communicate ideas.

Provide evidence of appropriate depth and breadth of study of three-dimensional design.

Employ sensitive control, for example in refining detail, aspects of functionality, and ergonomic and aesthetic considerations.

Show discrimination in reviewing ideas as work develops. Establish a clear working relationship between working methods and outcomes by documenting significant steps so that final outcomes do not emerge without evidence of the creative process.

AO3

Gather, select, organise and communicate information that is relevant to their personal interests as a consequence of careful research and analysis of a stimulating and rich variety of resources.

Record ideas, first-hand observations, insights and judgments by any suitable means, such as sketches, diagrams, technical drawings and written notes that are relevant to personal intentions.

Critically reflect on work as it progresses in order to review what has been learned, acquire deeper understanding and clarify purposes and meanings.

AO4

Present personal, imaginative final outcomes, together with selective evidence of thinking and production processes, that effectively realise the student’s stated intentions or a design brief and demonstrate critical understanding of visual and, where appropriate, other forms of communication. For example, producing designs and a model of play equipment for a children’s playground in a local park or open space.

Make explicit connections, where appropriate, between the different elements of the submission, including contextual, practical and written responses, presenting work that is meaningful, well-informed and in a sequence that can be easily followed and results in quality outcomes.

Consider different presentational formats and select the most appropriate for the submission.

Due regard should be given to the purpose of the work and how it might engage the interest of an audience or potential clients. For example, students could make a scale model of a film or theatre set or a one-off piece of jewellery.

How parents can help

All parents can help students with their Art and Design work by providing basic equipment that will allow them to present all of their work to a high standard.  Another way in which a parent can support their child is by showing an interest in the subject and asking them what they have recently been completing during their lessons. Ideally a parent will check over homework items and support them with their literature skills.  On occasions a materials payment may be required and sometimes materials may need to be sourced independently. If practical elements can be practised at home we thoroughly encourage it but we understand this is not always feasible.

Extra-curricular Activities

A variety of after school activities regularly take place that help enthuse and support students who have an interest in Design Technology. After school session are held weekly and could be an extension of class based learning, an opportunity to complete homework or a completely new project.  The demands of the sketchbooks and practical work means students will be required to attend after school sessions to enable them to prepare for their assessed pieces of work.