ART, DESIGN AND TECHNOLOGY FACULTY

Head of Faculty Mrs C Plenty charlotte.plenty@castlephoenixtrust.org.uk

Deputy Head of Faculty Mrs C Jones carly.jones@castlephoenixtrust.org.uk

Mr A Daire – Technology alister.daire@castlephoenixtrust.org.uk

Mr S Carey – Information Technology simon.carey@castlephoenixtrust.org.uk

ART


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Year 7 Emerging Skills During the course of Year 7, learners start with the foundations to ensure they all have a basic understanding of the essential skills regardless of their past primary education/ exposure to Art. Autumn term: Introduction to Art and formal elements Spring term: Under the Sea Summer term: Insects and BugsAutumn Term: Knowledge_Organiser_Art_Autumn_Year_7
Spring Term: Knowledge_Organiser_Art_Spring_Year_7
Summer Term: Knowledge_Organiser_Art_Summer_Year_7
Year 8 Embedding Skills During the course of Year 8, learners will start to embed their skills learnt and practised during Year 7. The theme of the year is ‘Faces’ with more specific sub-themes for each term. Autumn term: Portraiture Spring term: African Masks Summer term: Animal KingdomAutumn Term:
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Spring Term:
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Summer Term:
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Year 9 Established skills This is the final year of Key Stage 3 Art and Design. A lot more freedom is given in this year to experiment and discover their secure strengths and weaknesses in readiness of the next chapter. The theme of this year is ‘The World Around Us’ with more specific sub-themes for each term. Autumn term: Typography Spring term: Day of the Dead Summer term: Sweets and TreatsAutumn Term:
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Spring Term:
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Autumn Term:
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Year 10 WJEC Eduqas GCSE Art and Design (Art, Craft and Design) – C650QS Throughout Key Stage 4, art projects are structured and require evidence towards each of the four Assessment Objectives: AO1 Critical understanding Analysing the work of artists, crafts people and designers. Other wider contexts such as galleries and visits. AO2 Creative making Experimenting with a breadth and depth of media, materials, techniques and creative processes. AO3 Reflective recording The ability to articulate and document their thought processes and evaluations as the journey of work progresses. The ability to draw and record ideas is also essential) AO4 Personal presentation The ability to present a final outcome that concludes the project with personal flair, conviction and creativity) Autumn term: Flights of Fancy (skills building project) Spring term: Growth and Decay (coursework) Summer term: Growth and Decay (coursework)All knowledge organisers on the Support page along with a plethora of videos (graded examples, help guides and other essential resources across Ks4 ) KS4 Support — Kingsbury School – A Specialist Science and Mathematics Academy (fireflycloud.net)
Year 11 As Year 10 with the Assessment Objectives Autumn term: Growth and Decay (coursework) Spring term: Component 2 – Exam project, theme set by the exam board Summer term: Component 2 – Exam project, theme set by the exam boardKS4 Support — Kingsbury School – A Specialist Science and Mathematics Academy (fireflycloud.net)

ART TEXTILES

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Year 7 allows students to begin to explore textiles practically through exploration of techniques and material characteristics. Students develop a range of skills and use these to design and develop their own unique treasure map and stress buddy. Techniques covered in year 7 include, applique, tie and dye, hand stitching, embroidery and use of fabric pens.      Food, Textiles and Product Design are on rotation, students study a term in each subject.  Knowledge_Organiser_Art_Textiles_Year_7
Year 8 builds on the skills, knowledge and understanding learned in Year 7. Students explore the work of textile artists and use this to inspire their own soft sculpture. Students then look at contemporary art textiles and printing methods to inspire their own protest art.   Food, Textiles and Product Design are on rotation, students study a term in each subject.  Knowledge_Organiser_Art_Textiles_Year_8
Year 9 acts as a GCSE foundation course for students and is packed full of exciting workshops that inspire and enthuse creativity. Students explore techniques including, mono printing, photo weave & photo embroidery. To further develop ideas, students explore the work of artists and designers and use this to further develop their own personal response. Students work on both individual and group briefs.   Food, Textiles and Product Design are on rotation, students study a term in each subject.  Knowledge_Organiser_Art_Textiles_Year_9
Year 10 and Year 11 GCSE Art Textiles Students begin by exploring a range of techniques and skills which equip them with a creative repertoire ready to commence the portfolio. The portfolio consists of two projects which make up the coursework element of the GCSE and account for 60% of the GCSE Art Textiles grade. After the October half term in Year 10 students begin their portfolio. As part of a school trip, students visit the Oxford Natural History Museum to inspire and inform their primary research. Students are encouraged to personalise their portfolio investigation and pursue original and creative ideas. The second portfolio project commences in the Summer term of Year 10 and work is informed and supported by a trip to The Botanical Gardens. Students develop a personalised line of enquiry and produce a final outcome which can range from fashion, jewellery, interior t accessories to fine art textiles. In January of Year 11 the ESA (Externally set assignment) is released by the exam board, this accounts for 40% of the Art Textiles GCSE. The ESA paper contains a broad range of themes and students  select one and create a body of research and development in preparation for their final practical exam. Students sit a 10 hour final exam in the Summer term and realise their final outcome as developed in the ESA project.   

PRODUCT DESIGN

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Year 7 is a foundation course where students learn how to use the range of equipment and machinery within the Product Design area. Health and Safety is taught and students complete a ‘Driving Licence’ as they experience each new piece of major equipment – such as the drilling machine, sanding machine, vacuum former etc. Lessons are a mixture of design-based and practical work. Students use CAD/CAM alongside traditional skills using wood working tools to manufacture a wooden maze game and a personalised laser cut key fob. Food, Textiles and Product Design are on rotation which means the student will study two rotations of each subject as there is 6 half terms, 3 full terms per academic year.Knowledge Organiser — Kingsbury School – A Specialist Science and Mathematics Academy (fireflycloud.net)
Year 8 continue to develop designing and making skills using a variety of processes, equipment and materials. Students are introduced to designing for a specific market and style. They design and create a decorative trinket box using a combination of soft woods, hard wood and manufactured board. Food, Textiles and Product Design are on rotation which means the student will study two rotations of each subject as there is 6 half terms, 3 full terms per academic year.Knowledge Organiser — Kingsbury School – A Specialist Science and Mathematics Academy (fireflycloud.net)
Year 9 students work individually to develop designs upcycling, further developing and consolidating prior learning along with an appreciation of the moral and environmental responsibilities that the designer should consider when developing solutions for the benefit of everyone. Students are encouraged to take risks and be creative with their design thinking, exploring the qualities and characteristics of materials and producing products for a chosen style and target group. Food, Textiles and Product Design are on rotation which means the student will study two rotations of each subject as there is 6 half terms, 3 full terms per academic year.Knowledge Organiser — Kingsbury School – A Specialist Science and Mathematics Academy (fireflycloud.net)
Year 10 September to December – Component 2 Theory based lessons with practical elements. Core technical principles – Materials and their working properties, Papers and boards, Natural and manufactured timbers, Metal and alloys, Polymers, Mechanical Devices and Movement and magnitude of Rotary systems, levers, linkages. January to April – Component 2 Theory based lessons with practical elements. Core technical principles continued- Energy generation and storage. Renewables, nuclear, fossil fuels, Development of new materials, Modern, composites, technical textiles, smart materials. In-depth technical principles – Metals, plastics, timbers. Sources and origins, properties, social and ecological issues, stock forms, commercial processing, finishing. April – July – Component 1 preparation. Designing and Making principles, Investigating, designing, making, evaluating and Iterative design exercises.Support — Kingsbury School – A Specialist Science and Mathematics Academy (fireflycloud.net)
Year 11 Component 1 – Contextual Challenge Self-directed project with their chosen Design Brief. Pupils will draw upon the skills learned over the past 4 years and will follow an iterative design process to create a final coursework piece, a detailed folder of work that demonstrates analysis and decision making. A formal presentation folder that summarises the challenge. The final set of Non Examined Assessment Design Briefs will be issued by the examination board at the beginning of June. Students are required to explore all of the briefs and document the analysis prior to the selection of their chosen Brief. September to December  Identifying and investigating design possibilities, developing a design brief and specification and generating and developing design ideas. Deadline Week 3 December January to April Manufacturing a prototype. Deadline Week 4 February Analysing and evaluating design decisions and prototypes and final compilation and submission of project folders. Deadline Week 3 March April to May – Examination preparation. From this point pupils will revisit and develop the core knowledge delivered during year 10 using past questions and practical experimentation in preparation for their 2 hour theory examinationSupport — Kingsbury School – A Specialist Science and Mathematics Academy (fireflycloud.net)

FOOD TECHNOLOGY

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Year 7 is a where we learn all about the basics behind food. We look at the Eatwell guide and have at least an hour going over all the sections as well as the nutrients that are found in the foods.  We look at health and safety, the difference between fruit and vegetables and how to identify them. We investigate the different types of dairy and how they are processed, treated, and flavoured. Then we continue at this level of detail for the rest of the sections, carbohydrates, oils and spreads, fats and sugars, and protein.  Food, Textiles and Product Design are on rotation which means the student will study two rotations of each subject as there is 6 half terms, 3 full terms per academic year.Knowledge Organisers — Kingsbury School – A Specialist Science and Mathematics Academy (fireflycloud.net)
Year 8 is the next stage in which the students will be developing there learning from nutrients to the cooking methods and preparation methods behind each dish. We will start with looking at the functions of ingredients in different dishes, looking at how the ingredients do what their job is in each dish for example how yeast makes things rise and how to control it, why flour thickens sauces. We will be looking into where and how you can get food poisoning how to identify the symptoms as well as how to prevent them. Following on from year 7 we will be looking at the types of ingredients like different types of rice and pasta with their nutritional contents and where it is on the Eatwell guide. They will be making another 8 dishes minimum alongside the shared technology book. They will be increasing their knowledge of the types of foods available and how they can use culinary techniques like chiffonade and brunoise to enhance the presentation, alongside looking at shaping and layering skills.
All pupils are encouraged to combine the skills from year 7 with the new skills. This will help students when it comes to all the KS4 work as they are looking at skills and functions which is highly needed to gain a higher level. Food, Textiles and Product Design are on rotation which means the student will study two rotations of each subject as there is 6 half terms, 3 full terms per academic year.
Knowledge Organisers — Kingsbury School – A Specialist Science and Mathematics Academy (fireflycloud.net)
Year 9 This year is to learn all about the different dietary requirements in which there are many. We will focus on the main ones such as vegetarian and gluten free while also looking at the religious based requirements too.  We will be looking at how well they can present their foods that are aimed at a smaller client base. We will be looking at how you can adapt everyday recipes very easily to suit each person. They will be looking at the differences between the original recipes and the adapted recipes. We will be making a wide variety of practical’s in this year at higher complexities than the previous years.  to do this we will be continuing to build on the skills from the previous 2 years as well, student will be using eatwell guide and nutrition knowledge from year 7 and remembering the presentation behind the lesson in year 8. Doing all of 8 of the practicals and the theory lessons the students how to save money and how to create meals from scratch. These skills are needed in the practical elements of unit 2 in hospitality and catering. Food, Textiles and Product Design are on rotation which means the student will study two rotations of each subject as there is 6 half terms, 3 full terms per academic year.Knowledge Organisers — Kingsbury School – A Specialist Science and Mathematics Academy (fireflycloud.net)
Year 10 and Year 11 A course in Hospitality and Catering offers a unique opportunity in the curriculum for students to develop their knowledge and extend their skills in a vocational context.  It will provide opportunities to develop candidates’ interdisciplinary skills, a range of key skills and their capacity for imaginative, innovative thinking, creativity, and independence. It is a suitable qualification for those who want a broad background in this area and for those who wish to progress to further education. It will offer valuable preparation for those entering the world of work.  The specification encourages the investigation and study of hospitality in a variety of contexts. In these contexts, the candidates are given opportunities to acquire competence, capability and critical skills through the creation, implementation, use and evaluation of a range of resources. Candidates from all cultures and both genders can develop their interest in, enjoyment of and critical reflection about this vocational area. The specification uses a range of assessment techniques to enable the candidate to respond through practical and investigative work. This two-year course will consist of 2 units which are completed in year 11.Unit 1: Knowledge_Organiser_Food_Technology_Unit1_Year_10_11
Unit 2:
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COMPUTER SCIENCE

Introduction

Studying Computing/IT is a great choice, no matter what industry you’re interested in. You may want to develop software that powers and supports successful businesses, design a super new mobile phone app, or create digital effects for blockbuster films, computing skills will be indispensable and in huge demand for the future. Even if you’re not sure what exactly you want to do with your life, studying Computers and Information Technologies can position you to transition into lots of other fields. Law, finance, engineering, and even entertainment have serious demand for people with tech skills. After studying this at GCSE and post 16 you could end up doing a degree in Computing /IT to develop a really thorough understanding of the theory behind creating computer applications and programs, or in Information Technologies to focus on the applications of computer technology in supporting a business. A few degree specialisations could be:

  • Software Engineering
  • Newtworking and Operating Systems
  • Artificail Intelligence
  • Web Design
  • Animation Industry
  • Computer Graphics and Visualization
  • Cyber Security

Your career path will depend on what you choose to specialise in, but IT industries are on the up, and they offer heaps of choice: programming, front- and back-end development, systems analysis, web design, UX design, online security, games and apps – the list really is endless. Starting salaries vary a lot for this type of work as the roles are so varied, but typically they’ll be around £25,000. It’s worth mentioning that despite this average, graduates have reported receiving anything from £17,000 to £70,000 in IT roles.

Throughout KS3 and 4 learning portfolios are evidenced with every project. These not only develop professional evidencing and collating skills it also great to take to any college interview to evidence skill and aptitude,  work ethic or simply to give pupils a sense of pride and achievement.Assessment-Feedback and assessment is extremely important in all lessons. Every year in KS3 pupils will firstly sit a baseline assessment which covers a range of skills. This will then set the benchmark for pupils to build from. All STAR marking will be actioned and responded to over time to ensure that common mistakes and continued mistakes are tackled and improved upon to ensure progress. Literacy, interim marking and spellings will also be marked and addressed contributing to accurate assessment.

What do we study in Computer Science?

Year 7

This is a skill building year and the pupils have the opportunity to develop basic skills and technique in a variety of applications in Computing and IT. After covering the essentials such as emails, E Safety, working from home we move onto the first project which is Logo. This is a fully functional, yet flexible program for pupils to use. There are three levels to allow progression. 1. They are introduced to distances and angles and use easy on-screen buttons. 2. Recording sequences of movement which introduces them to simple programming. 3. Use the on-screen keypad or type commands straight onto the page.

The second project is thematic and based on business document problem solving and creation. It encourages the effective use of Office Applications through practical problem solving. Covers Desktop publishing, Data bases, Spreadsheets, Word, Presentation skills. Learners can choose from ‘Le Fashion’: Fashion show planning or ‘First Gear’: Car show planning.  For example from ‘First Gear’:” We will create car designs and plan a ‘promotion’ to advertise the cars, which enables us to use all Office Applications. We learn skills that are really helpful for all our subjects and home learning” (Abigail Smith Year 7). Examples and success criteria guide pupils through each of the tasks. These projects have been carefully selected to build on the basics and allow scope towards meeting the needs the KS4 curriculum/specification.

Year 8

Year 8 continues to build on the learning form Year 7.  The first project is programming Micro Bits. The BBC Micro: bit is a handheld, programmable micro-computer that can be used for all sorts of cool creations, from robots to musical instruments – the possibilities are endless. It can be coded from any web browser in Blocks, Javascript, Python, Scratch and more; no software required. Micro bit technology is super simple to use yet empowering. Learners have the opportunity to understand that anyone can really have the ability to code to quite complex levels and control physical devices and outputs! Throughout their work learners are encouraged to update their portfolios with AO1: Analysis, AO2: Design, AO3: Create, AO4: Evaluate as they would at GCSE level.

The second thematic project is a multimedia project for promoting a theme park. Learners will work to a project brief to create an interactive multimedia product to promote the features and facilities available at the park. They follow all the steps required to create high level and professional outputs. They learn where and why interactive multimedia is used and what features are needed for a given purpose. Learners also create time frames, deadlines and preparation techniques as part of the planning and creation process for creating an interactive multimedia product. This project works on the development of the key skills required within the KS4 option whilst also building on the skills from year 7.

Year 9

We continue to develop on previous building blocks in Year 7 and 8. The first project develops computational thinking and study using Flowol. Computational thinking embraces the methods and abilities to express and solve problems in languages that a computer can understand, process and execute. These skills are not uniquely about the computing world, and have educational benefits that improves learner’s intellectual skills including decomposition, abstraction and algorithmic thinking. These can be applied to any sphere of life and also supports subjects across the entire curriculum. By the end of the project learners have the confidence to create a complex sequence as a solution to a real life mimic of their choice.

The second creative project focusses on Webpage creation which is a key component of the KS4 option. Learners understand the basics of creating multi page websites. This will enable learners to demonstrate their creativity by combining components to create a functional, intuitive and aesthetically pleasing website. It will allow them to interpret a client brief and to use planning and preparation techniques when developing a multipage website. On completion of this unit, learners will be able to explore and understand the different properties, purposes and features of multi-page websites, plan and create a multipage website and review the final Website against a specific brief.

Year 10 and 11

Specification: Creative I Media:
Exam Board: OCR – Cambridge National Level 1 / 2 ; Specification code: J817

This qualification and 2 year course will encourage independence, creativity and awareness of the digital media sector. It will equip learners with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Through the use of these skills, learners will ultimately be creating fit-for-purpose creative media products. The course will equip them with highly transferable skills and tools enhancing learner’s employability, contributing to their personal development and future economic well-being.

GCSE Computer Science

Exam Board: OCR Specification code: J277 For first assessment in 2022

This 2 year course will encourage learners to understand and apply fundamental principles and concepts of computer Science. This includes abstraction, decomposition, logic, algorithms and data representation. It will also encourage learners to analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging problems. Learners are trained to think creatively, innovatively, analytically, logically and critically. Theory allows them to understand the components that make up digital systems and how they communicate with one another and with other systems. Ethical considerations such as the impacts of digital technology to individuals and wider society are learnt and applied.

Assessment Overview :

AO1 Demonstrate knowledge and understanding of the key concepts and principles of Computer Science.

AO2 Apply knowledge and understanding of key concepts and principles of Computer Science.

AO3 Analyse problems in computational terms:

• To make reasoned judgements • To design, program, evaluate and refine solutions

Course Content:

Useful Links