Art, Digital & Technology (ADT)
Curriculum rationale
In Art we inspire students with a creative experience using a range of art materials, techniques and processes, exploring artists and designers over time, learning to be critically reflective and to appreciate art for its beauty or emotional power. We empower students to have the courage and confidence to contribute with imagination, creativity and innovation to the world around them.
In Design Technology – Product Design and 3D Design we inspire students to explore, design and construct products using a wide range of materials, techniques and processes, learning to be critically reflective and develop functional and appealing solutions. We empower students to be resourceful, resilient, innovative and enterprising in order to solve problems with creativity and skill.
In Computing, Digital Enterprise and Graphics we inspire students to safely navigate the world through standard software and internet applications, designing and presenting their work with clarity and creativity, harnessing the immense benefits of our digital world. We empower students to be problem solvers and creative thinkers, working independently and collaboratively, embracing our constantly evolving technological landscape.
In Food Studies we inspire students to develop an interest and passion for food, cultivating skills in cookery and an appreciation of flavours and textures. We provide insight into the local, national and global food scene and impart foundational knowledge for a career in catering. We empower students with the knowledge of how food enriches physical, mental and social health, that will equip them for the future in a domestic or professional context.
ADT (Art, Digital, Technology) together
The layout of our curriculum builds each lesson, each term, each year on problem-solving and creativity, developing true academic integrity, concentration and resilience. The aim is that the skills developed can be applied to a wide range of other aspects of art and design and that these may be taken up in higher education for practical degree courses such as Architecture, Engineering, Graphic Design, Film and the Arts, Product Design, Fashion and Textiles. Whilst developing these skills we ensure that the breadth of areas explored and the array of experiences our students are exposed to is as broad and exciting as possible, focused on offering our students a glimpse into aspects of life beyond their existing familiarity.
In art, we encourage a process of experimentation with ideas and materials through varied and exciting projects which give all students the opportunity to experience Art in a meaningful way, with opportunity for individual interpretation and direction. Students learn sensitivity and control using tools and materials, how to refine and develop from initial ideas, to plan their time and resources and to assess and understand the visual impact of their work. At GCSE, students explore techniques and key skills in further depth, developing and improving their own abilities and understanding whilst having the opportunity to apply these skills within personal projects, delving into experimentation and refinement of their choices to create truly individual pieces.
We teach AQA Art and Design GCSE, which allows students to investigate and explore a range of media and materials whilst developing their own creative ideas and artistic style. Students develop drawing and painting skills and explore new ways of creating art and sculpture whilst looking at the history of art and design through a wide range of designers, painters and craftspeople.
In Food and Catering, we know that developing an appreciation of food and an understanding of how it can impact our lives, is vital for the physical and mental health of children and young people. Our curriculum empowers students with the skills needed to cook delicious, nutritious food and the knowledge of ingredients to help adapt recipes to suit their own tastes and needs. It also provides opportunities to discuss and explore cultural and historical influences in our daily diets and the choices we make as consumers. In Key Stage 4 we introduce the concept of food as a business and what it means to work in 'Hospitality and Catering', meeting the needs of customers. We teach students about job roles, menu planning and a whole raft of topics to help gain an advantage in the industry, whilst further developing cooking skills and confidence to make high level dishes.
Design Technology (DT) Product Design - through Key Stage 3 students understand the design process from identifying the gap, exploring and creating solutions, to evaluating and critiquing their outcomes. Hands on experience with a wide variety of materials helps them to understand the properties and uses so they can make informed decisions. In Key Stage 4 students study 3D Design (Product Design) GCSE, this is an area where art, design, business and engineering are all brought together. Students develop their skills to create an individual, creative portfolio informed by the histories of applied art and design, exploration of 3D materials, making and construction techniques. This course enables students to enter a broad range of art, design, engineering and business pathways.
Computing and Digital Enterprise - our KS3 curriculum includes content relating to e-safety, being an active digital citizen, Microsoft Office 365, Web Design, vector graphics and app development, Photoshop, basic code and programming. Students complete the industry recognised Digital Enterprise Awards and iDEA Badges from Bronze to Gold.
In Key Stage 4 Graphic Design and 3D Design GCSEs we help students take a professional style brief and conduct in-depth research and exploration to find viable solutions. For GCSE we teach the AQA Graphics course through a digital format. This involves developing knowledge and skills in a broad range of communication graphics including interactive design (web, app and game), advertising and branding. We have invested in high quality laptops and have recently redesigned our curriculum so that students leave Orchard with the skills which would enable them to enter the digital sector pathway in the future.
Art and Design - Journey on a Page
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Year 7 |
Year 8 | Year 9 |
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2 Lessons per fortnight Simple 3D shapes, paint skills, colour theory
Project 2- Yayoi Kusama and Pumpkins: Observational drawing, mark making, artist research, watercolour and pen, media experimentation, mono-print.
Project 3- Still Life drawing with 3D peppers: Observational drawing, idea planning, mood board, idea development, media experimentation, papier mâché peppers. |
2 Lessons per fortnight
Project 1- Art History 2D, Buildings and Insects: 3D Perspective shapes. Simple one point perspective shapes.
Project 2- Modern Art styles: 2-Colour Printing over collage; Kandinsky techniques and exploration.
Project 3- Architectural Thinking 3D: Observational drawing, artist research, perspective drawing, idea planning, mood-board, idea development, media experiment, low relief, 3D sculptures. |
1/2 Year (9 weeks of double lessons) rotation with Product Design
Project 1 – Surrealism 2D: Surrealist and one point perspective room, ellipses and tonal work.
Project 2 – Fish and Structures 3D: Tone, water colour, pen, structure, line drawings, close ups, artist studies, clay designs. |
| Year 10: GCSE Art & Design: Fine Art (AQA) | Year 11: GCSE Art & Design: Fine Art (AQA) |
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COMPONENT 1 – PORTFOLIO (60%):
Workshops projects: • Composition and layout, use of measuring up techniques
Sustained Project - ‘Natural World’ Theme: • Research and planning, analysis and application |
COMPONENT 1 (continued) – PORTFOLIO (60%): • Continue to develop chosen project from year 10 for further investigation, development, and refinement.
COMPONENT 2 – EXTERNALLY SET ASSIGNMENT (40%):
PREPARATION FOR ASSESSMENT: • Presenting, organising & refining work for final external assessment in May. |
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Year 10- GCSE Art & Design: Graphic Design (AQA) |
Year 11- GCSE Art & Design: Graphic Design (AQA) |
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COMPONENT 1 – PORTFOLIO (60%): Skills workshops:
Sustained Project – ‘Self Identity’ Theme:
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COMPONENT 1 (continued) – PORTFOLIO (60%): • Continue to develop chosen project from year 10 for further investigation, development, and refinement.
COMPONENT 2 – EXTERNALLY SET ASSIGNMENT (40%):
PREPARATION FOR ASSESSMENT: Presenting, organising & refining work for final external assessment in May.
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| Orchard students learn to: |
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| Enrichment opportunities |
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| Education and employability |
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The career fields in the Arts are boundless, from Art Therapist to Costume Designer, Art Gallery Curator to Art Historian alongside any other industry which needs an open mind, creativeness, and attention to detail. |
Product and 3D Design - Journey on a Page
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Year 7 |
Year 8 | Year 9 |
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½ Year (18 Week) rotations with Food
Wooden Robot
Draw String Bag Cutting and stitching fabric, using fabric dye; running stiches & the basics of a sewing machine. |
½ Year (18 Week) rotations with Food
What’s in a Box?
Aerodynamic Toy Cars |
1/2 Year (9 weeks of double lessons) rotation with Art & Design
Jewellery Craft & Casting |
| Year 10: GCSE Art & Design: 3D Design (AQA) | Year 11: GCSE Art & Design: 3D Design (AQA) |
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COMPONENT 1 – PORTFOLIO (60%): Workshops projects:
Sustained Project - ‘Form Vs Function’ Theme:
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COMPONENT 1 (continued) – PORTFOLIO (60%): • Continue to develop chosen project from year 10 for further investigation, development, and refinement.
COMPONENT 2 – EXTERNALLY SET ASSIGNMENT (40%):
PREPARATION FOR ASSESSMENT: • Presenting, organising & refining work for final external assessment in May.
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| Orchard students learn to: |
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AO1: Develop ideas through investigations, demonstrating critical understanding of sources. AO2: Refine work by exploring ideas, selecting, and experimenting with appropriate media, materials, techniques, and processes. AO3: Record ideas, observations, and insights relevant to intentions as work progresses. AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
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| Enrichment Opportunities |
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We run trips to contemporary and historical venues both in Bristol and further afield, looking at the history and development of our subjects juxtaposed to the newest technologies out there. We aim to maximise connections to North Bristol’s renowned engineering and product design industry with local employers such as Airbus & Rolls Royce. Our enrichments cover building and construction, sustainability, design theories and more. |
| Education and Employability |
| Product design is a field that brings together art, business, and engineering, developing new concepts, mixing aesthetic tastes, functionality, and financial considerations in a way that few careers will. 3D Design supports a skill set that could be invaluable in many different job markets, all over the world. |
Computing and Digital Enterprise - Journey on a Page
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Year 7 |
Year 8 |
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Term 1 - Clear messaging in digital media:
Using IT Safely; Internet safety, security & responsible use; Can I believe what I read?; Get the message across; Poster making; Creating a brand (logos & layouts); Adding content; Presenting to the class.
Term 2 - Programming essentials in Scratch – part I:
Introduction to programming and sequencing; Sequence and variables; Selection; Operators; Count-controlled iteration; Problem-solving.
Term 3 - iDEA Badges (Bronze) – Citizen:
Inspiring Digital Enterprise Awards - Introduction / working towards Bronze Award: What is the Cloud?; E-Safety; Safe Online; Digital Ethics; Fake News.
Term 4 - Modelling data using spreadsheets:
Getting to know a spreadsheet; Quick calculations; Collecting data; Become a data master!; Level up your data skills!; Assessment of data.
Term 5 - Programming essentials in Scratch – part II:
You've got the moves!; Fly cat, fly!; Loop de loop!; Treasure those lists!; Translate this! Part 1; Translate this! Part 2.
Term 6 - iDEA Badges (Bronze) – Worker:
Inspiring Digital Enterprise Awards - continue working towards Bronze Award: Digital Careers; Digital Pathways; Digital Portfolios; Collaboration; Digital Research; Working and Learning from Home; What is AI? |
Term 1 - Media – Vector graphics:
Get into shapes; Working with multiple objects; Paths; What will you make?; Behind the scenes; Showcase; Image Specialist.
Term 2 - Developing for the web:
Website building blocks; Words are not enough; Taking shortcuts; Searching the web; Tightening the web; Navigating the web; Psychology in web design.
Term 3 - iDEA Badges (Bronze) – Maker:
Inspiring Digital Enterprise Awards - continue working towards Bronze Award : Graphic Design; Animation; Video Editing; AI Project Cycle; Junior Web Developer.
Term 4 - Representations – from clay to silicon:
Across time and space; Lights and drums; Binary digits; Numbers in binary; Large quantities; Turing’s mug.
Term 5 - Mobile app development:
App for that; Tappy Tap App; School Lab Studios; User input; App development; Project completion.
Term 6 - iDEA Badges (Bronze) – Entrepreneur: Inspiring Digital Enterprise Awards - continue working towards Bronze Award: Money Management; The Art of Selling; Growth Mindset; Researcher; Innovation; Advertising; Game Designer.
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Year 9 |
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Digital Enterprise (2 x 7 weeks of Enrichment) - Computing: iDEA Badges (Bronze-Gold)
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| Year 10 | Year 11 |
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AQA GCSE Art & Design Graphic Communication
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AQA GCSE Art & Design Graphic Communication
Complete and improve on coursework in final half term
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| Orchard students learn to: |
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| Enrichment Opportunities |
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We explore creative side of the industry through trips to Harry Potter Studios, local and national industry leaders which explore the breadth of digital careers and inspire our students to be limitless in their aspirations.
Creative Media & Tech Club runs as after school each week where students can further their personal passions and develop skills in: coding; video editing (including photography and film making); digital graphics (including digital image manipulation, vector graphics, animation); CGI design & rendering; App development; iDEA Badges; Enterprise projects. |
| Education and Employability |
| The digital tech and IT sector is the fastest growing in the world, from game design, programming, websites, and 3D Computer aided design students could go anywhere in the world with infinitely transferable skills. Strong ICT skills will help them seamlessly fit into any professional environment and life in general. |
Food and Catering - Journey on a Page
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Year 7 |
Year 8 | Year 9 |
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Introduction to Food and Cookery
Keeping everyone safe – Understanding how to reduce the risk of food poisoning by using the 4 C’s.
Nutrition for health – Exploring the relationship between food and health, understanding the sources and functions of the main nutrients and being able to compare diets.
Why choose to cook? – Debating and discussing the reasons people may choose to cook from scratch or use convenience food products.
Sensory systems – understanding the properties of food products and how taste, texture, smell, and appearance work together in foods.
Dishes Cooked – fruit salad, loaded flatbreads, pasta salad, tomato soup, fruity muffins, crumble. |
Diversity in Food – Exploring how multiculturalism affects our food.
Using appliances safely – What can we do with whisks and blenders?
Sustainability in practise- Food miles, seasonal produce, modern alternatives
Nutrition for success- Special diets, functions of ingredients, alternatives.
Dishes cooked – Bread base, Pizza, Shortbread biscuits, Haloumi kebabs, Swiss Roll, Risotto, Chicken Fajita. |
Introduction to the Catering Industry
Is the customer always right? – Debating the expectations of customers in different types of catering businesses and exploring this relates to the way the business is run.
Where will you eat? – exploring the differences between fast food, street food, fine dining, and coffee shops. Developing knowledge on how they operate including health and safety, menu planning and using technology.
Indian Influences – the principles of Indian food it’s history in the UK.
Plant based diets – examining the reasons for choosing plant diets and the environmental and ethical issues around the meat industry.
Commodity groups – understanding the groups of ingredients and what to look for when buying them, how to cook them.
Dishes Cooked – Quesadillas, dhal, jerk chicken, filo parcels, chicken burgers, brownies, lemon drizzle cake, shortcrust pastry tart.
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| Year 10 | Year 11 |
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The hospitality and catering environment – Understanding the context of the industry, the success factors and the job roles and attributes required by workers and the differences between residential and non-residential businesses. Learning about the types of food service and how it affects the business and the customers.
The operation of catering businesses – front of house and back of house design and layout, use of technology and workflow.
Sustainability – understanding the environmental impact of the food industry and exploring how businesses can use the 3 Rs to reduce their carbon footprint.
Dishes Cooked – tacos, Thai curry, gnocchi, tiramisu, carbonara, key lime pie, haloumi salad, panna cotta, steak and red wine sauce, profiteroles. |
Unit 2 - NEA – Controlled Assessment Task.
Student led project in menu planning and delivering high skilled dishes to meet a brief.
Exam preparation – revision and past papers to prepare for Unit 1. |
| Orchard students learn to: |
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Use a range of equipment and utensils to prepare and cook meals and snacks. Use a wide variety of commodity group ingredients. Become confident in the kitchen. |
| Enrichment Opportunities |
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Exploring South West production sites such as Yeo Valley introduce the concept of successful yet regional suppliers, and of business models which work for every team member and break away from soulless mass production. Food and design technology explore Wapping Wharf combining the structures and logistics with the innovative food and style of business. We run enrichments focused on the pure joy of cookery and regularly introduce new and active food businesses that we find in the real world around us. |
| Education and Employability |
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The hospitality industry holds a fantastic and vast array of career options, with it’s constantly changing and adapting you will never be bored. The industry stretches the world over and offers opportunities far and wide to explore, travel, discover and create. |
Staff Profiles
- Tom Helme, BA (Hons), QTS, NPQSL - Head of Faculty
I graduated from Central Saint Martins College of Art & Design (University of Arts London) with a degree in Fine Art and completed my GTP teacher training at Middlesex University. I am a multidisciplinary creative practitioner who firmly believes all are capable of producing beautiful and transformational work. I am a GCSE Art & Design Moderator, member of the Chartered College of Teaching and have completed the National Professional Qualification for Senior Leadership.
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Mr Nick Kimber, BA (Hons), PGCE - Second in Faculty
I have been a keen home cook for over 20 years and have 10 years’ experience working in the catering industry. I have a joint honours degree from UWE in Business and Education Studies and a PGCE in Design Technology. I became a food teacher because an appreciation of food, cookery and flavour makes life better!
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Ms Mabel Carrier, BA (Hons), PGCE
I graduated from Falmouth University with a first-class degree in Graphic Design. I enjoy working across mediums, including Textiles, Photography, and Fine Art. I enjoy using traditional printing methods before continuing my work digitally. I am a passionate baker, explorer, and member of the Chartered College of Teaching.
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Ms Angelica G. Negret, MA, PGCE - QTS, BA (Hons)
I graduated with a First-Class degree in Graphic Design from UJTL in Colombia and went on to pursue a Master's degree in Museology with an emphasis on Museography at the National University of Colombia. I also hold a Master's degree in Management and Development of the Cultural Sector from the Complutense University of Madrid, Spain. I completed my QTS in Design and Technology along with my PGCE at Sheffield Hallam University in the UK.
I am passionate about blending art, design, and interactive experiences, particularly in engaging young people. This passion has driven me to create and lead numerous cultural projects across different countries. I am a passionate advocate for diversity, art, and environmental care, and I strive to incorporate these values into my work.
- Ms Shut Howell, BA (Hons), PGATC
I graduated from the University of Sunderland with a degree in Fine Art. My 2nd year was completed at Murray State University in Kentucky, USA. I went on to complete a PGCE in Art and Design at the University of Wales, Cardiff. My passion in art is for landscape painting and drawing using pen and ink. I am also a moderator for GCSE Art and Design.
