The Duston School
Art, Design and Technology
The Art, Design and Technology faculty is made up of highly experienced, expert staff who are committed to delivering an agile, iterative curriculum accessible to all which provides the broadest possible range of opportunities for students. The faculty firmly believes that students learn best by ‘doing’ and by allowing students to experiment and take design risks, in a safe and positive learning environment.
Our main priority is for students to be problem solvers who are not afraid of making mistakes. It is also our aim to continue to promote cross curricular links with other subjects and give students the opportunities, responsibilities, and experiences they need to be successful in later life.
Intent (what we aim to do):
- AD&T aims to have a curriculum which will enable all students to become self-motivated and confident learners, who can work independently and as part of a team
- To ensure that learners develop creative, technical and practical competencies as well as the wider skills valued by employers
- For our students to be problem solvers who are not afraid of making mistakes
- We hope our students will become responsible citizens who make a positive contribution to society on local, national or even international level
KS3 Curriculum delivery overview
Design and Technology
| Year group / Term | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|---|
|
Year 7 |
Desk tidy |
Desk tidy Door mouse |
Door mouse Mechanisms unit |
Mechanisms unit |
Avian housing unit |
Avian housing unit |
|
Year 8 |
Theory Content Metal twist |
Theory Content Metal twist Electronics unit |
Theory Content Electronics unit |
Theory content Trax storage unit
|
Trax storage
|
Spatula Moving monsters unit |
|
Year 9 |
Bottle opener |
Bottle opener Phone dock unit |
Phone dock unit |
Mirror organiser Sliding Storage |
Mirror organiser Sliding storage Sweetie dispenser unit |
Sweetie dispenser unit |
Art and Design
| Table Heading | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|---|
|
Year 7 |
Animals and portraits Media: pencil, oil pastels Artist: Fauvism, Theresa Paden |
Animals and portraits Media: pencil, oil pastels Artist: Fauvism, Theresa Paden |
Oceans and Sealife Media: pencil, clay |
Oceans and Sealife Media: pencil, clay, paints Artists: Duncan Cameron, Vincent Scarpace |
Graphics: Lettering and Typography Key knowledge and skills: drawing using grids and guidelines, letter anatomy, 2D media |
Graphics: Lettering and Typography Key knowledge and skills: drawing using grids and guidelines, letter anatomy, 2D media |
|
Year 8 |
Landscapes Media: pencil, charcoal, watercolour paints Artist: David Hockney |
Landscapes Media: pencil, watercolour paint, acrylic paint Artists: David Hockney and Kay WalkingStick |
Landscapes Media: acrylic paint Artist: Kay WalkingStick |
Bugs and Insects Media: pencil, drawing ink, chalk pastels, fine line pen |
Bugs and Insects Media: Pencil, watercolour Artist: WiIlliam Morris with links to Persian art and pattern |
Bugs and Insects Media: pencil, lino cutting and printing ink Artist: William Morris with links to Persian art and pattern |
|
Year 9 |
Graphics: Logo design Key knowledge and skills: Colour theory, colour psychology, branding, logo copies and design |
Graphics: Logo design Key knowledge and skills: Colour theory, colour psychology, branding, logo copies and design |
Buildings Media: pencil, biro, fine liner pen |
Buildings Media: watercolours, pen, mixed media Artists: Sunga Park, Ian Murphy |
Identity Media: pencil, photo montage Artist: Andy Butler |
Identity Media: photo montage, 2D media Artist: Nikki Farquharson |
Hospitality and Catering (students are taught on rotation for 2 terms):
| Table Heading | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|---|
|
Year 7 |
Introduction to catering:
Practical lessons: Fruit Scones (rubbing in method) Small Cakes (creaming method) Fresh fruit salad (knife skills) |
Continuation of term 1 to include:
|
Introduction to catering:
Practical lessons: Fruit Scones (rubbing in method) Small Cakes (creaming method) Fresh fruit salad (knife skills) |
Continuation of term 3 to include:
|
Introduction to catering:
Practical lessons: Fruit Scones (rubbing in method) Small Cakes (creaming method) Fresh fruit salad (knife skills) |
Continuation of term 5 to include:
|
|
Year 8 |
Theory and techniques: Health, safety and hazards within the kitchen. Reintroduction to practical skills (not completed in year 7) Practical lessons: Cheese Twists (rubbing in method, rolling and shaping) Bread & Butter Pudding (layering and rising method) Rock cakes (portion control and baking) |
Theory and practice: Food storage and packaging for the environment. Cultural food differences. Vegans and vegetarians. Practical cooking lessons with teacher demonstrations |
Theory and techniques: Health, safety and hazards within the kitchen. Reintroduction to practical skills (not completed in year 7) Practical lessons: Cheese Twists (rubbing in method, rolling and shaping) Bread & Butter Pudding (layering and rising method) Rock cakes (portion control and baking) |
Theory and practice: Food storage and packaging for the environment. Cultural food differences. Vegans and vegetarians. Practical cooking lessons with teacher demonstrations |
Theory and techniques: Health, safety and hazards within the kitchen. Reintroduction to practical skills (not completed in year 7) Practical lessons: Cheese Twists (rubbing in method, rolling and shaping) Bread & Butter Pudding (layering and rising method) Rock cakes (portion control and baking) |
Theory and practice: Food storage and packaging for the environment. Cultural food differences. Vegans and vegetarians. Practical cooking lessons with teacher demonstrations |
|
Year 9 |
Theory:
Practical lessons: America - American Cookies (shaping and portion control) England -Fruit Crumble (peeling, simmering, rubbing in and dovetailing) Italy pizza (rolling, portion control, designing) |
Theory and Practice: Global cuisine and culture Dietary requirements Practical cooking lessons with teacher demonstrations Creating time plans and evaluations (introduction to GCSE) Creating shopping and equipment lists for dishes Costing's profit and loss and breaking even. Hospitality and Catering provision in hotels, army, prisons |
Theory:
Practical lessons: America - American Cookies (shaping and portion control) England -Fruit Crumble (peeling, simmering, rubbing in and dovetailing) Italy pizza (rolling, portion control, designing) |
Theory and Practice: Global cuisine and culture Dietary requirements Practical cooking lessons with teacher demonstrations Creating time plans and evaluations (introduction to GCSE) Creating shopping and equipment lists for dishes Costing's profit and loss and breaking even. Hospitality and Catering provision in hotels, army, prisons |
Theory:
Practical lessons: America - American Cookies (shaping and portion control) England -Fruit Crumble (peeling, simmering, rubbing in and dovetailing) Italy pizza (rolling, portion control, designing) |
Theory and Practice: Global cuisine and culture Dietary requirements Practical cooking lessons with teacher demonstrations Creating time plans and evaluations (introduction to GCSE) Creating shopping and equipment lists for dishes Costing's profit and loss and breaking even. Hospitality and Catering provision in hotels, army, prisons |
KS4 Curriculum delivery overview
Design and Technology
| Table Heading | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|---|
|
Year 10 |
Theory content |
Theory content and introduction to practical tasks and then mechanisms project |
In D&T: Theory content, metals-based experimentation and practical outcome |
In D&T: Theory content and polymers based practical activities and experimentation |
In D&T: Theory content and practical tasks via timbers and manufactured boards |
In D&T: Theory content and formal commencement of the GCSE coursework project |
|
Year 11 |
NEA (coursework) section A and B |
NEA section C and D |
NEA section D |
NEA section D and E |
NEA E and F |
NEA section F and revision for terminal exam |
Fine Art
| Table Heading | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|---|
|
Year 10 |
Still Life Unit (component 1 – portfolio) Drawing skills / Photography |
Still Life Unit (component 1 – portfolio) Understanding the assessment objectives |
Still Life Unit (component 1 – portfolio) Developing ideas |
Student Choice Unit (component 1 – portfolio) |
Student Choice Unit (component 1 – portfolio |
Student Choice Unit (component 1 – portfolio) |
|
Year 11 |
Student Choice Unit (component 1 – portfolio) |
Student Choice Unit (component 1 – portfolio) |
Component 2 Externally set assignment (ESA) |
Component 2 Externally set assignment (ESA) |
Component 2 Externally set assignment (ESA) Component 1 & 2 submission and assessment |
Exam board moderation |
Hospitality and Catering
| Table Heading | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|---|
|
Year 10 |
Theory content |
Theory content The importance of nutrition Practical tasks
|
Theory content Working in the industry-Job roles Chefs- kitchen brigade Practical tasks
|
Theory content Working in the industry-Job roles Front of house staff Practical tasks
|
Theory content Nutritional needs for specific groups Practical tasks
|
Theory content Practical tasks (meat and fish) Health & safety laws |
|
Year 11 |
Theory content Preparation for practical exam
Coursework completion |
Theory content Employment rights and contracts Working on the brief
Practical tasks |
Theory content The structure of the industry: Commercial/residential environments Working on the brief
Practical tasks |
Theory content Customer needs and expectations Working on the brief
|
Theory content Environmental Health Officers (EHOs) Working on the brief
Practical tasks |
Revision study for theory exam |
Hair and Beauty
| Table Heading | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|---|
|
Year 10 |
Theory content |
Theory content
Practical skills
|
Theory content
Practical skills
|
Theory content
Practical skills
|
Theory content
Practical skills
Revision sessions for mocks take place during lessons and for H/W. |
Theory content
Practical skills
|
|
Year 11 |
Theory content
Practical skills
|
Theory content Workbook 8
All practical skills are practiced and refined |
Theory content includes the planning for the NEA |
Theory content includes the start of the NEA |
Theory content includes the finish and submission of the NEA |
Exam revision and completion of practical folders |
KS5 Curriculum delivery overview
Fine Art
| Table Heading | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|---|
|
Year 12 |
Introduction to A Level art:
Drawing skills |
Introduction to A Level art:
Media workshops |
Introduction to A Level art:
Media workshops |
Personal investigation Component 1: Portfolio |
Personal investigation Component 1: Portfolio |
Personal investigation Component 1: Portfolio |
|
Year 13 |
Personal investigation Component 1: Portfolio |
Personal investigation Component 1: Portfolio |
Personal investigation Component 1: Portfolio Exam paper released Component 2: Externally set assignment (ESA) |
Component 2 Externally set assignment (ESA) |
Component 2 Externally set assignment (ESA) Component 1 & 2 submission and assessment |
Exam board moderation |
Careers
Careers in Art, Design and Technology can span many different specialist areas, from painting, photography and prop design to architecture, animation and art conservation and will often continue to be very relevant in the future.
Fine artists, photographers, designers and craftspeople (e.g. jewellery designers, silversmiths and woodworkers) tend to take a more freelance career route in pursuing their talents, developing their own individual style, exhibiting and finally selling their work.
Graphic designers can work in many different areas, from book design in the publishing industry, to web design and packaging design for the food and drink industry. Some graphic designers work on a freelance basis, whilst many work for niche design agencies or as part of in-house departments of larger companies. You will often be working on various projects simultaneously. Life as a graphic designer can therefore be exceedingly fast-paced and challenging as well as highly exciting.
The worlds of engineering and construction would also be nowhere without the technical design skills of architects, product designers, spatial designers, landscape designers and mechanical design engineers.
Art, Design and Technology careers do not necessarily involve drawing, painting, sculpture or computer-based work. Indeed, fashion design and art conservation are other rewarding artistic careers that you might not have considered.
Contact Us
Luminara Education Trust
Berrywood Road, Duston
Northampton,
NN5 6XA