Art, Design and Technology
Our KS3 curriculum at Alderman White in Art, Design and Technology delivers learning that gives young people a varied breadth and depth of subject knowledge, core skills and a strong technical understanding which aids their personal development and provides every child with the opportunity to achieve whilst gaining life-long learning experiences. We aim for students to acquire knowledge that gives them a strong understanding of the world around them. Students will not only obtain knowledge, but will also develop understanding whilst practicing home skills that make them able to contribute and add value to our community at a local, national and global level. The Art, Design and Technology curriculum at Alderman White are stimulating, rigorous and practical subjects encompassing the specialist areas of Art and Design, Engineering, Graphics, Food, and Textiles.
Our curriculum strives to inspire, motivate and present a range of opportunities for students to develop their creative, practical and technical skills. Students design and make prototypes and products that solve real life problems within a variety of contexts, considering both their own and others’ needs, wants and values.
Everything around us has been designed, the clothes that we wear, the technology that we use, the buildings that we occupy, the food that we eat, the media that we view. Art, Design and Technology at Alderman White allows students to be inspired to learn and want to do more. It gives them opportunities that are both challenging and aid personal development for lifelong learning. Art, Design and Technology is a way of doing things logically, it is a way of thinking creatively and applying what students learn for their future pathways to their careers and professions. We encourage students to take risks, within a safe environment, to design and create innovative solutions to real life problems. We aim to foster a generation of creative thinkers, designers and practitioners. Art, Design and Technology allows curiosity, inspiration, imagination and motivation, leading to further study and careers in a range of sectors.
Through the subjects of Art, Design and Technology our aim is for all students to embrace and enjoy the subject matter across all disciplines in KS3. As students build and develop their skills, knowledge and understanding, this ultimately supports them in their future preparation choices in regards to Year 9 options.
Key Stage 3
By the end of KS3 (years 7,8,9) our Design and Technology students should:
Design
- use research and exploration, such as the study of different cultures, to identify and understand user needs.
- identify and solve their own design problems and understand how to reformulate problems given to them.
- develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations.
- use a variety of approaches [for example, biomimicry and user-centred design] to generate creative ideas and avoid stereotypical responses.
- develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations.
Make
- select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture.
- select from and use a wider, more complex range of materials, components and ingredients, considering their properties.
Evaluate
- analyse the work of past and present professionals and others to develop and broaden their understanding
- investigate new and emerging technologies
- test, evaluate and refine their ideas and products against a specification, considering the views of intended users and other interested groups
- understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists
Technical knowledge
- understand and use the properties of materials and the performance of structural elements to achieve functioning solutions
- understand how more advanced mechanical systems used in their products enable changes in movement and force
- understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]
- apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors] and control outputs [for example, actuators] using programmable components [for example, microcontrollers]
Cooking and Nutrition
- understand and apply the principles of nutrition and health
- cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
- become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
- understand the source, seasonality and characteristics of a broad range of ingredients
By the end of KS3 (years 7,8,9) our Art students should:
- to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas
- to use a range of techniques and media, including paintingto increase their proficiency in the handling of different materials
- to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
- about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.
Key Stage 4
At KS4 students are given the opportunity to focus on their chosen specialism and opt for the course that best suits their own career aspirations or interests. At Alderman White we currently offer the following ks4 options: Art, Engineering, Food Preparation and Nutrition and Textiles.
By the end of KS4 (years 10 and 11) students who choose to study Art should:
Knowledge, understanding and skills
Students must develop and apply the knowledge, understanding and skills specified in the Subject content within the context of fine art practice and their selected area(s) of study.
The following aspects of the knowledge, understanding and skills are defined in further detail to ensure students’ work is clearly focused and relevant to fine art.
Knowledge and understanding
The way sources inspire the development of ideas, relevant to fine art including:
- how sources relate to individual, social, historical, environmental, cultural, ethical and/or issues-based contexts
- how ideas, themes, forms, feelings and concerns can inspire personally determined responses that are primarily aesthetic, intellectual or conceptual.
- The ways in which meanings, ideas and intentions relevant to fine art can be communicated including the use of:
figurative representation, abstraction, stylisation, simplification, expression, exaggeration and imaginative interpretation visual and tactile elements, such as:
- colour
- line
- form
- tone
- texture
- shape
- composition
- rhythm
- scale
- structure
- Skills
Within the context of fine art, students must demonstrate the ability to:
- use fine art techniques and processes, appropriate to students’ personal intentions, for example:
- mark-making
- monoprint, collagraph and block printing
- assemblage
- construction
- carving
- film and video
- digital working methods
- use media and materials, as appropriate to students’ personal intentions, for example:
- charcoal, pastels, pen and ink, crayons and pencil
- watercolour, gouache, acrylic and oil paint
- found materials
- clay, wood and metal
- digital imagery
- different papers and surfaces on which to work.
Exam Board Specification | Fine Art
By the end of ks4 (year 10 and 11) students who choose to study Textile Design should:
Knowledge, understanding and skills
Students must develop and apply the knowledge, understanding and skills specified in the Subject content to realise personal intentions relevant to textile design and their selected area(s) of study. The following aspects of knowledge, understanding and skills are defined in further detail to ensure students’ work is clearly focused and relevant to textile design.
Knowledge and understanding
The way sources inspire the development of ideas, relevant to textile design including:
- how sources relate to cultural, social, historical, contemporary, environmental and creative contexts which might be determined or influenced by functional or non-functional considerations
- how ideas, feelings, forms, and purposes can generate responses that address personal needs or meet external requirements, such as client expectations and any associated constraints.
- The ways in which meanings, ideas and intentions relevant to textile design can be communicated include the use of: figurative and non-figurative representations, stylisation, simplification, surface embellishment, constructional considerations and imaginative interpretation visual and tactile elements, such as:
- colour
- line
- form
- tone
- texture
- shape
- pattern
- composition
- decoration
- repetition
- scale
- structure
- Skills
Within the context of textile design, students must demonstrate the ability to: use textile design techniques and processes, appropriate to students’ personal intentions, for example:
- weaving
- felting
- stitching
- appliqué
- construction methods
use media and materials, as appropriate to students’ personal intentions, for example:
- inks
- yarns
- threads
- fibres
- fabrics
- textile materials
- digital imagery.
Exam Board Specification | Textile Design
By the end of ks4 (Years 10 and 11) students who choose to study Engineering should:
- R105: Design briefs, design specifications and user requirements
Students explore the requirements of design briefs and specifications for the development of new products and how consumer requirements and market opportunities inform these briefs. They develop their understanding of the design cycle, the requirements for a design brief and design specification, and the importance of research data in developing a design solution.
- R106: Product analysis and research
Students find out how to perform effective product analysis through both research and practical experience of product assembly and disassembly procedures. This helps them develop skills in critical analysis and an understanding and appreciation of manufacturing processes, design features, materials used and the principles behind good design.
- R107: Developing and presenting engineering designs
Students develop their knowledge and skills in communicating 2D and 3D design ideas, including effective annotation and labelling. They use detailed hand rendering as well as computer-based presentation techniques and computer-aided design (CAD) software.
- R108: 3D design realisation
Students produce a model prototype and test design ideas in a practical context. They evaluate the prototype against the product specification and consider potential improvements to features, function, materials, aesthetics and ergonomics in the final product.
Exam Board Specification | Engineering
By the end of ks4 (years 10 and 11) students who choose to study Food Preparation and nutrition should:
- be able to demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment
- develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks
- understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health
- understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices
- demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food
- 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.
Exam Board Specification | GCSE Food Preparation and Nutrition
