The ADT Department
Art, Design and Technology is an inspiring, rigorous, and practical subject that encourages students to learn to think and intervene creatively to solve problems, both as individuals and as members of a team.
Within the department, we encourage students to use their creativity and imagination, to design and make outcomes that solve real and relevant problems within a variety of contexts.
Throughout Key Stage 3 students are rotated each term across the 3 subjects of: Art, Textiles and Food Technology.
Art, craft, and design embody some of the highest forms of human creativity. We aim to provide a high-quality art and design education which engages, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As students progress, they begin to think critically and develop a more rigorous understanding of art and design; how art and design both reflects and shapes our history, and contributes to the culture, creativity, and wealth of our nation.
At KS4 students follow the Eduqas Art, Craft and Design and AQA Photography specifications. These consist of two components:
Component 1 – Portfolio 60% of GCSE mark
The course will culminate in a practical project/portfolio, in which students will develop, in consultation with their teacher, a body of work based on a theme, concept or specific design brief which is of personal significance.
Component 2 – ESA (Externally Set Assignment) 40% of GCSE mark
Students are required to develop a personal response to one of a varied range of stimuli within specified time constraints. Students must therefore bring together the best of their understanding, knowledge and skills built up over their course of study and demonstrate their highest achievement through this externally set assignment. Students will develop their response over a preparatory period which will culminate in a sustained 10 hour to realise their intentions.
At KS5 students also follow the Eduqas Art, Craft and Design specification which consists of similar components to the GCSE Course:
Component 1 – Personal Investigation 60% of A-Level mark
This component consists of a major, in-depth, practical, critical and theoretical investigative project/theme-based portfolio and outcome/s with integrated extended written critical and contextual analysis (1000 words minimum). Assignments, briefs or themes undertaken are to be determined by the learner and teacher.
Component 2 – ESA (Externally Set Assignment) 40% of A-Level mark
The Externally Set Assignment consists of a series of visual (including moving image) and written stimuli set by WJEC. Students are required to select one of the stimuli and develop it in the form of:
- a personal response or
- an issue to be addressed or
- a problem to be considered or
- a specific design brief or
- another suitable starting point.
Students will develop their response over a preparatory study period. Responses must take the form of critical, practical and theoretical preparatory work and/or supporting studies, which will inform the resolution of these ideas in a 15-hour sustained focus study. Following the preparatory study period, students will be allocated a period of 15 hours sustained focus study to realise their response unaided and under supervised conditions.
At the centre of the subject is creativity and imagination. Design & Technology is a subject which draws, develops and implements a range of different disciplines including mathematics, science, business studies and art. The subject embeds high quality literacy skills through analysis and evaluation techniques.
The department aims to make Textiles accessible to all students and to cultivate enjoyment and creativity through the study of carefully planned and structured projects. Our aim is to foster the development of every student whilst encouraging and nurturing the desire in our students to produce Textiles work of high calibre. Students are given the opportunity to experience a wide range of design briefs and respond to them in a personal way exploring decorative techniques, hand and machine embroidery and construction.
The intent of our Food Technology curriculum is to apply the principles of nutrition and healthy eating, instilling a love of cooking in all students. Learning how to cook is a crucial life skill for students now and in later life. Throughout their time at school, we aim to encourage independence through practical participation. We aim to equip our students with a deeper understanding of how our choice of foods impacts the environment and why there should be more encouragement to buy in season. Our students learn about multicultural foods and experience how different cultural foods influence our everyday food choices. Students also have a clear understanding relating to food choices and the impact on the environment relating to food waste.
At Key Stage 4 students follow the AQA Food Preparation and Nutrition syllabus.
This course will enable students to:
- demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking techniques and equipment
- develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks
- understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international), to inspire new ideas or modify existing recipes.
For a select number of students BTEC Level 1/2 course is offered as alternative qualification at KS4.
The Pearson BTEC Level 1 and Level 2 Awards in Home Cooking Skills have been developed to give students the opportunity to develop:
• the knowledge, understanding and confidence to cook meals at home
• an understanding of how to economise when planning a meal
• an ability to transfer skills learned to different recipes
• an ability to inspire others by transferring that knowledge.