Design concepts are sequenced in such a way that they progressively build upon one another. This begins with an understanding of the core principles in D&T and Art e.g. in D&T, ‘What are manufacturing processes?’ The scheme of learning 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 have a fluidity that will be used to engage pupils in areas that interest them and that build on previous skills based learning.
The design faculty build in video and picture links and embed them into objectives slides referencing local industry/films/TV programmes as well as cross curricular links to aid understanding and cognitive pathways for students to build upon and relate to. Local and relevant artists and engineers to be used within learning to enable students 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 students 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 Bedford and other main feeder schools.
We 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.
Key words are consistently identified within each lesson and referenced in order to build understanding. There is an expectation in all classes that terminology is modelled and broken down to reinforce technical principles. Contextual awareness is developed with the use of specific terms to show differences between subject matter and pathways allowing students an insight into multiple design possibilities and stimulating their interest. There are 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 students will impact and build on reading skills, communication and understanding.
The Design faculty schemes and lessons build on theory, revisit past learning and support the retrieval of information and mastery of key skills. Rosenshine’s 10 principles, cognitive load theory and growth mind-set will underpin daily practice to help student’s gain the most from their experience. Targeted questioning, verbal dialogue with students and theory questions will be consistently used by teaching staff and consolidated by practical work.
Imagery is 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 is used in all lessons to enhance pupil’s awareness of learning. Metacognition is interwoven throughout lessons and informs students of their learning and increase awareness of recall and retrieval of information. Visual aids are used to stimulate independent thinking and anchor key points and terminology. These are currently being developed and will be used throughout schemes.
Projects are aimed at 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.
We prioritise depth of knowledge .The faculty intend to prioritise mastery of skills and focus on the skills with common tools, equipment and media. The design principles that underpin all of our teaching as well as cultural understanding, are taught in depth so that students can interpret them in their own way fitting them to different contexts.
Mathematical concepts are taught throughout DT curriculum to support maths curriculum and prepare students for DT GCSE course content. Literacy focus made explicit on objective slides to incorporate WOW whole school strategy and support analytical, evaluative and instructional writing alongside detailed annotation within faculty.
Studies into different contextual challenges across the faculty impacts on the student’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 students undertake mimicking the design industry. There is 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 will develop annual visits to Walker and Tate galleries for Art and photography courses to enhance cultural and local awareness. We plan 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 intend to build on links with local colleges including apprenticeship opportunities and local work places to raise student aspirations and provide real links for our young people’s futures.
We intend to address key terminology and oracy through planned lesson objectives to support the increased rigour in exam questions. 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 intend to demand the highest level of work and verbal responses by students 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 most subject areas within our curriculum and tailor KS4 practical tasks around them.
Key Stage 3 Pathways: DT is taught for 1 hour each week and focuses on areas including materials, electronics, food, drawing, core technical principles and the design process.
Art is taught for 1 hour each week and focuses on areas including drawing, mark making, painting skills, core technical principles and the composition as well as covering several artist’s work.
Design Technology is a popular GCSE option. During the course students 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:AQAGCSE Art & Design
Assessment: Unit 1: Portfolio of Work60%
Unit 2: Timed assessment40%
Art and Design is popular GCSE option. The course 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. 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 pupils’ 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.