Technology and Art

Curriculum Aims

To create:

• A knowledge engaged curriculum which develops conceptual understanding and the development and application of skills.
• A curriculum which instils a love of learning across all subject areas.
• A curriculum which is driven by up to date and relevant educational research.
• A curriculum which is underpinned by understanding the needs of our local demographic and building a curriculum which serves the young people in our locality.

It is essential that the curriculum is organised in such a way that it provides all pupils with the opportunity to develop themselves as successful learners who are well-prepared and excited about life after Hillside. It is essential that the curriculum is organised in such a way that it ensures the values inherent in our “Excellence in the heart of the community” ethos becomes a reality for the pupils.

Strategic Intent for the Design Faculty

To develop a curriculum which:

• Is thoughtfully sequenced, using research into how pupils learn, so they are inspired to learn new material in a meaningful manner and develop their understanding. This will be relevant to their age and stage of development.

Design concepts will be sequenced in such a way that they progressively build upon one another. This will begin with an understanding of the core principles in D&T and Art e.g. in D&T, ‘What are manufacturing processes?’ The SOL makes links to prior knowledge, whether it be from the previous lesson, everyday knowledge or a previous key stage. The schemes are built in a way that pupils can see the relevance in learning D&T and are fascinated by the world of design around them. e.g. in Art, ‘What is drawing?’ The scheme of learning makes links to prior knowledge, whether it be from the previous lesson, everyday knowledge or a previous key stage and teaches a range of mark making relevant to past and contemporary artists. The schemes are built in a way so that pupils are fascinated by the world of art around them. Projects will have a fluidity that will be used to engage pupils in areas that interest them and that build on previous skills-based learning.

• Links new subject knowledge to prior experiences so building cognitive pathways and associations.

The design faculty plan to build in video and picture links and embed them into lesson objective slides referencing local industry/films/TV programmes as well as cross curricular links to aid understanding and cognitive pathways for pupils to build upon and relate to. Local and relevant artists and engineers to be used within learning to enable pupils to see local opportunities and successes and have the opportunity to question these people regarding starting their own journeys. Subject knowledge within projects will lead on from KS2 with all staff aware of what pupils should have/have experienced in primary school (get to know them project in year 7). Awareness of what has been covered at primary built by annual visits to feeder primary schools.

• Is relevant to the young people in our locality.

We intend to build upon practical skills, knowledge of local artists and trades, links with colleges and apprenticeships and identify these within schemes and lessons to help pupils see the opportunities around them.

• Emphasises and reinforces the use of technical language and adventurous vocabulary.

Key words will be consistently identified within each lesson and referenced regularly in order to build understanding. There will be an expectation in all classes that terminology is modelled and broken down to reinforce technical principles. Contextual awareness will be developed with the use of specific terms to show differences between subject matter and pathways allowing pupils an insight into multiple design possibilities and stimulating their interest. There will be reading opportunities in every lesson on top of Hillside’s whole school reading strategies. The use of current magazines, online articles discussing current affairs, text books or even just objectives read aloud by pupils will impact and build on reading skills, communication and understanding.

• Builds in opportunities for fluency practise and repetition to improve retrieval and so deepen understanding, which is essential to strengthen learning.

The Design faculty schemes and lessons will build on theory, constantly touching on past learning and helping with retrieval of information and mastery of key skills. Current research in teaching and learning including Rosenshine’s 10 principles, cognitive load theory and growth mind-set will underpin daily practice to help pupil’s gain the most from their experience. Targeted interrogation through questioning and verbal dialogue with pupils and also in theory questions in books will be consistently given by teaching staff and consolidated by practical work.

• Has assessment for learning at its core, using a range of feedback strategies to develop pupils’ metacognition and so move their learning forward.

Imagery is to be used heavily in lessons and lengthy descriptions of processes cut to a minimum to embed the fundamentals and not to overload pupils. Strategies such as our developed objective slides based on cognitive load theory will be used in all lessons to enhance pupil’s awareness of learning. Metacognition will be interwoven throughout lessons and will inform pupils of their learning and increase awareness of recall and retrieval of information. Visual aids will be used to stimulate independent thinking and anchor key points and terminology. Live feedback will be consistently used in KS3&4 to enable rapid progress and strengthen skills as they occur.

• Gives our pupils the knowledge, skills and understanding to be healthy, safe and responsible young adults.

Projects aimed around cultural understanding and designing for a particular set of needs, skill-based learning in all subjects to enhance knowledge and understanding of key concepts and practical skills.

Curriculum Principles

• We prioritise depth of knowledge and breadth of knowledge.

The faculty intend to prioritise mastery of skills and will focus on the skills with common tools, equipment and media. The design principles that underpin all of our teaching will be taught in depth so that pupils can interpret them in their own way fitting them to different contexts.

• We give sufficient time to English and mathematics to ensure that pupils have the essential skills needed for life and so that they can demonstrate academic excellence across the full range of subjects.

Mathematical concepts will be taught throughout DT curriculum to support maths curriculum and prepare pupils for new DT GCSE course content. Literacy focus made explicit on objective slides to incorporate new WOW whole school strategy and support analytical, evaluative and instructional writing alongside detailed annotation within faculty.

• We build cultural capital in our pupils in order for them to develop a sense of identity and pride in their local community and excel in the wider world.

Studies into different contextual challenges across the faculty will impact on the pupil’s knowledge of their community and awareness of individual needs. These starting points are fundamental to the subjects we teach and form the projects that pupils undertake mimicking the design industry. There will be an increased focus on the local area with attention drawn to real issues/artwork/opportunities.

• We believe that the arts and creative subjects are crucial in forming well-rounded and confident young people.

• We make learning relevant.

• We will develop annual visits to locations such as the Walker and Tate galleries for Art and photography courses to enhance pupil’s awareness. We plan to make learning relevant by embedding current Technological issues both within our locality and the wider world. Consistently referencing real world problems in the areas of design and manufacturing and making these explicit throughout lessons.

• We thread careers information and PD (Personal Development) through all aspects of our curriculum ensuring that pupils have suitably high aspirations for themselves and their community.

We intend to build on links with local colleges including apprenticeship opportunities and local work places to raise pupil aspirations and provide real links for our young people’s futures.

• We have timely intervention for pupils who are below their chronological reading age, have weak writing skills and weak numeracy skills.

We intend to address key terminology and oracy through planned lesson objectives to support the increased rigour in exam questions and support pupil’s literacy skills. Current articles and technological advances to form starter activities through the reading and discussion of current issues. E.g. magazine articles, online news websites. Reading will be in each and every lesson so that pupil’s gain confidence with literacy, communication and oracy.

• We uphold the core principle that, ‘Reading is Power’.

Reading is to be an integral part of each lesson so that pupils form positive habits.

• We have high expectations of our pupils and use our Communication Charter to develop articulate and confident young people, who can communicate effectively through the spoken and written word.

We intend to demand the highest level of work and verbal responses by pupils constantly making reference to standards and life after Hillside. These life skills will be promoted within lessons and enhance the learning of the pupils.

• We use opportunities for cross-curricular work to develop transferable skills and to allow pupils to see the links across a range of areas.

We intend to cross reference all other subject areas within Hillside’s curriculum and gear KS4 practical tasks around them.

Course Content

Key Stage 3 Pathways:

DT is taught for 1 hour each week in years 7, 8 and 9 and focuses on areas such as materials, electronics, food, drawing, core technical principles and the design process.

Art is taught for 1 hour each week in years 7, 8 and 9 and focuses on areas such as drawing, mark making, painting skills, core technical principles and the composition as well as covering several artist’s work.

Key Stage 4 Pathways:

Examination Board: AQAGCSE D&T: Design and Technology

Assessment:Unit 1 Written Paper50% 2 hour written exam

Design & Making Practice50% controlled assessment

(40% Practical, 60% Design Folder)

Design Technology is a popular GCSE option. Over the two-year course, pupils will learn a comprehensive set of practical skills to equip them to problem solve and confidently design and make products. They will then complete a design portfolio on an externally set brief where they follow the design process to produce a final practical product. The portfolio is broken down into six sections: Investigating and researching design possibilities, Design brief and specification, Design ideas, Design Development, Realising design ideas & Analysing and Evaluation.

Examination Board:AQA GCSE Art & Design

Assessment:Unit 1: Portfolio of Work60%

Unit 2: Timed assessment 40%

Art and Design is popular GCSE option. The course spans over two years and enhances and refines the pupil’s skillset and awareness of Art around them. The structure of the course is as follows:

Unit 1: Portfolio of Work

Pupils will complete 2 or 3 projects in Year 10 and 11. During each they will be expected to gather information (both visual and written) and generate ideas, explore and experiment using a variety of materials, techniques and processes, evaluate and refine their work, and design as well as produce a final piece (personal response). Year 11 will refine their coursework and prepare for the exam.

Unit 2: Timed Assessment

This follows a similar programme to pupil’s coursework but on a shorter timescale. Pupils are given exam questions after Christmas; they have 10 weeks to create a body of work that fulfils the first three assessment objectives and a ten-hour exam in which to complete a personal response.

Enrichment

The Design Faculty offer a wide range of enrichment activities which aim to broaden our pupil’s experiences of the wider world of Creative Arts, Design Technology and Food and supports them in developing crucial life skills supporting their moral, emotional and social wellbeing. Our Design Faculty teachers are passionate about instilling a lifelong love of the Arts, Food and the Design and Manufacturing Industries. We recognise our pupils as individuals and, as such, understand that they each have their own interests and passions. To cater for these needs we offer extra-curricular programme including Art club, STEM club, Food club and GCSE workshop and catch up sessions amongst others. As part of our pupil’s enrichment package, we also offer a range of other activities which are integrated within our curriculum such as work experience and other subject specific enrichment opportunities such as visits to further and higher education colleges, Art galleries, guest speakers (including working, contemporary artists and photographers) and local visits to broaden our pupils’ individual experiences outside of the classroom.

Personal Development, Behaviour and Welfare

Within the Design Faculty we recognise that for pupils to benefit from their time with us we must ensure that they have the best possible teaching and care and they must ensure that they try to meet the expectations placed on them in work, conduct and attitude. We believe that the faculty should actively promote all pupils’ spiritual, moral, social and cultural development by providing positive experiences through planned and coherent opportunities in the curriculum and through interactions with teachers, other adults and the local community. The aim of our curriculum is to support Hillside High School’s PD curriculum and aims to ensure that the values inherent in our “Excellence in the heart of the community” ethos becomes a reality for the pupils.

Within the Design Faculty, we strive to develop pupils who are:

• Confident young people who are able to live safe, healthy and fulfilling lives. All faculty staff believe that the creative Arts and subjects within D&T offer pupils a broad range of skills and experiences that are unique to our subject areas and help our young people become culturally enriched members of society.
• Aspiring young people who are equipped with the knowledge and skills needed to able to build their futures successfully.
• Safety aware young people who are able to manage risk and apply relevant precautions to keep themselves, and others, safe.

In order to achieve these aims and support PD, the Design Faculty intends to:

• Develop a range of PD issues within our daily teaching practice including supporting British Values and Citizenship that is also taught through the school’s discrete PD program.
• Develop PD skills through our extra-curricular activities and events which link to aspects of PD.
• Develop cultural understanding and experiences through teaching and learning, project topics and opportunities outside of the classroom.
• Develop a safe working environment where all parties are able to risk assess the equipment and activities being undertaken.

D​T

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A​rt

Y​7

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Y​8

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Y​9

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