2 Lessons per fortnight

Project 1- Formal elements:

Simple 3D shapes, paint skills, colour theory
Line, tone, shape & form, colour, pattern, texture,
Final piece through investigating Sonia Delauney.

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.
Good art/bad art, Georgia O’Keefe studies of buildings
Observational drawing, O’Keefe, building drawings, idea planning, paint blending skills, idea development, media experiment, Outcome of buildings and insects in paint, collage.

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.

COMPONENT 1 – PORTFOLIO (60%):

Workshops projects:

• Composition and layout, use of measuring up techniques
• Use of different size shapes
• Shade and tone with pencil, charcoal, rubber, pen
• Construction, ellipses, and basic perspective
• Blending of acrylics and colour mixing
• Shade and tone with pencil crayons over watercolour wash
• Printmaking

Sustained Project - ‘Natural World’ Theme:

• Research and planning, analysis and application
• Artist studies
• Observational drawing
• Technique development through artist investigation
• Monotone work/ Colour work
• Range of outcomes
• Personal development of ideas

COMPONENT 1 (continued) – PORTFOLIO (60%):

• Continue to develop chosen project from year 10 for further investigation, development, and refinement.
• Production of final pieces/outcomes.

COMPONENT 2 – EXTERNALLY SET ASSIGNMENT (40%):

• ESA introduced in January.
• 10-hours of ‘controlled conditions’ (exam) in March/April.

PREPARATION FOR ASSESSMENT:

• Presenting, organising & refining work for final external assessment in May.

Year 10- GCSE Art & Design: Graphic Design (AQA) 

Year 11- GCSE Art & Design: Graphic Design (AQA)

COMPONENT 1 – PORTFOLIO (60%):

Skills workshops:
Exploring the basics of design, theory, and Graphic communication. Learning how to analyse professional products and modify and refine own ideas accordingly. An introduction to digital programs like the Adobe Suite, which are used in industry and throughout the project.

Skills Briefs:
Analysing and exploring professional graphic outcomes and following a brief to create their own version. Developing skills in photography, illustration, Adobe/Photoshop/Illustrator and becoming more creative.

Sustained Project – ‘Self Identity’ Theme:
Researching, developing and creating student’s own brief. Delivering a full design process fully identifying every step and exploring personal practice and style.

COMPONENT 1 (continued) – PORTFOLIO (60%):

• Continue to develop chosen project from year 10 for further investigation, development, and refinement.
• Production of final pieces/outcomes.

COMPONENT 2 – EXTERNALLY SET ASSIGNMENT (40%):

• ESA introduced in January.
• 10-hours of ‘controlled conditions’ (exam) in March/April.

PREPARATION FOR ASSESSMENT:

Presenting, organising & refining work for final external assessment in May.

• 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 realise intentions and demonstrates understanding of visual language

• Trips to nationally significant galleries will allow our students to be inspired and awed by works of historical, spiritual and cultural significance, seen alongside contemporary works enabling further reflection around social, moral and political issues.
• Opportunities are regularly taken to engage with local and regional museums, galleries, events, universities, colleges, employers and creative practitioners to further inspire and empower our students.
• Our regular programme of clubs and enrichment activities include: after school Prep sessions for GCSE student to work on their coursework; Creative Media & Tech Club for all years where students can further develop skills in photography, film & video, animation, CGI design, digital image making & manipulation (Photoshop & Illustrator); Origami Club; House competitions.
• Twice per year we put on exhibition showcases of student work to celebrating their achievements and talents.

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.

½ Year (18 Week) rotations with Food

Wooden Robot
Exploring basic tools, properties of wood as a material, design drawings, measuring, cutting/sawing, drilling & abrading (sanding & filing).

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?
Isometric and orthographic drawings; Further developing woodwork skills to include joints & joining, fastening, wood dye & varnish.

Aerodynamic Toy Cars
Aerodynamic design considerations; developing designs and prototypes; creating moulds & bases; vacuum forming plastic; introduction to propulsion.

1/2 Year (9 weeks of double lessons) rotation with Art & Design

Jewellery Craft & Casting
Patterns of the world; repeat & radial patterns; wood carving, shaping, etching, engraving & polishing; clay moulds & pewter casting; brushed and polished metal finishing.

COMPONENT 1 – PORTFOLIO (60%):

Workshops projects:

• Design Process (including drawing / CAD Modelling)
• Research & responding to the work of Designers and creative practitioners from other times and cultures.
• Woodwork (joints & joinery, lathes, shaping & bending, finishing).
• Working with plastic (injection moulding; vacuum forming; 3D Printing; cutting, bending and working with adhesives)
• Metal work (pewter casting, welding, hammering, lathe & finishing).
• Resin based moulds & casts.
• Paper & card modelling (architectural)

Sustained Project - ‘Form Vs Function’ Theme:

• Personal projects in response to the theme & Designers.
• Research and planning, analysis and application
• Observational drawings, photos & models.
• Technique development through designer investigation
• Personal development of ideas

COMPONENT 1 (continued) – PORTFOLIO (60%):

• Continue to develop chosen project from year 10 for further investigation, development, and refinement.
• Production of final pieces/outcomes.

COMPONENT 2 – EXTERNALLY SET ASSIGNMENT (40%):

• ESA introduced in January.
• 10-hours of ‘controlled conditions’ (exam) in March/April.

PREPARATION FOR ASSESSMENT:

• Presenting, organising & refining work for final external assessment in May.

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. 

• Work safely and effectively.
• Use the design processes and review their learning.
• Use a wide range of tools, materials, and processes.
• To independently choose the correct materials, tools, and processes.
• To grow as creative confident, designers and makers.
• To work independently as a part of a team.
• Learn about new and emerging technologies.
• To be environmentally responsible designers.

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.

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​.

Year 9

Digital Enterprise (2 x 7 weeks of Enrichment) - Computing: iDEA Badges (Bronze-Gold)

• Inspiring Digital Enterprise Awards - students continue building on Year 7 & 8 achievements to achieve Bronze-Gold Award.
• Develop digital, enterprise and employability through a series of online challenges.
• Students will win badges, unlock new opportunities and, ultimately, gain industry-recognised Awards.

AQA GCSE Art & Design Graphic Communication

• Skills workshops- exploring the basics of design, theory, and Graphic communication. Learning how to analyse professional products and modify and refine own ideas accordingly.  
• Brief 1- Dark and Light- analysing and exploring professional graphic outcomes and following a brief to create their own version. Developing skills in photography, illustration, Adobe/Photoshop/Illustrator and becoming more creative. 
• Brief 2- Rebranding festivals- applying theoretical design concepts and a range of digital skills to the rebrand and design of large-scale music festivals. Creating full scale outcomes.

AQA GCSE Art & Design Graphic Communication

• Brief 3- Self Identity - Student led project developing and exploring technical digital skills to a brief of their own design. 
• ESA - introduced in January. 10-hour exam in April.  

Complete and improve on coursework in final half term 

• Use Windows & Microsoft Office 365 (OneDrive; PowerPoint; Word; Excel; Outlook; Teams; SharePoint) to communicate, create content, work with data,
• Understand the key parts of computers, computer systems, how they communicate including networking and the internet.
• Create vector graphics and apps.
• Write code and program.
• Be educated for the connected world: Self-image and identity​; Online relationships​; Online reputation​; Online bullying​; Managing information​ online​; Health, well-being and​ lifestyle​; Privacy and security​; Copyright and ownership.
• Be an active digital citizen who positively contributes to their community and wider society.
• Be aware of career and progression pathways into the tech and creative industries.

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.

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.

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.

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.

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. 

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.