ADT Curriculum Intent
The KS3 DT curriculum is delivered through a rotation system. In year 7 there are three rotations per year, Year 8 there are three rotations per year and in Year 9 there are five rotations per year. Pupils receive between 12 and 14 lessons per subject, per year. Food still comes under the DT umbrella at both KS3 and KS4. We do not offer ‘Design and Technology’ at KS4 since the QCF changes to the subject, instead we offer a broad range of subjects which are best suited to our learners.
We have selected those elements of the National Curriculum which will best feed into the KS4 subjects on offer: Engineering, Graphics, Art Textiles, Art Fine Art and Hospitality and Catering. ADT subjects are popular at KS4 with a good uptake in all subjects; this curriculum is thus designed to give pupils maximum opportunities to do practical work, so that they develop their practical skills alongside written/design work.
The KS3 curriculum either scaffolds skills and knowledge underpinning the KS4 curriculum, or provides stand-alone skills development. Testing in Year 7 informs the content of the KS3 curriculum; students across all our partner schools experience very little, if any, DT at KS2. HOF and Deputy HOF is working to rectify this with feeder schools for 2020.
To create a common thread through the curriculum, we have chosen an Ecology theme. This was to reflect the global issues our young learners will continue to experience in their lifetime; they will be the ones who have to solve the ecological problems, and we try to encourage acknowledgement of these issues and their role in finding solutions to problems.
All DT umbrella lessons are planned using a consistent PowerPoint which is shown each lesson to support pupils’ learning. In food practical lessons, the method will be displayed instead of the PowerPoint to aid learning.
Each student will receive a Learning Booklet which gives them the key learning objectives, Home-works, and provides an opportunity to record progress and collate written work.
Curriculum Overview
| DT | Rotation 1 | Rotation 2 | Rotation 3 |
| Y7 AB | Design Technology
Technology in sport / stadium design |
Design Technology
Robotics |
Food
Introduction to food preparation and Hygiene |
| Y7 CDE | Design Technology
Technology in sport / stadium design |
Design Technology
Robotics |
Food
Introduction to food preparation and Hygiene |
| Y8 AB | Engineering
Wood working |
Food
Function of ingredients |
Computing
Interactive presentation, Computing law, Python programming |
| Y8 CD | Engineering
Wood working |
Food
Function of ingredients |
Textiles
Sewing machine and dye-sublimation |
| Y9 AB | Engineering
Metal working |
Computing
Desktop, website & Graphic design |
Food
Food safety and ethics |
| Y9 CD | Engineering
Metal working |
Computing
Desktop, website & Graphic design |
Food
Food safety and ethics |
| Graphics | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
| Y10 | Unit 1Introduction to Graphics | Poster Design | Unit 2
Exploring the work of other |
Packaging project | Revisit Unit 1 | Revisit Unit 2 |
| Yr11 | Unit 3
Working to a brief |
Exam Prep | Unit 4
Portfolio |
|||
| Textiles | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
| Y10 | Develop knowledge and understanding of a range of decorative techniques
AO 1,2 & 3 |
Develop knowledge and understanding of a range of decorative techniques
AO 1,2 & 3 |
Mini project covering AO1,2,3 & 4 | Mini project covering AO1,2,3 & 4 | Extended project covering AO1,2,3 & 4 | Extended project covering AO1,2,3 & 4 |
| Yr11 | Extended project covering AO1,2,3 & 4 | Extended project covering AO1,2,3 & 4 | Exam preparation – final major project | Exam preparation – final major project | Exam preparation – final major project |
| Engineering | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
| Yr10 | Skilling up and R105: Preparation with mini Projects | Skilling up and R105: Preparation
with mini Projects |
R106: Product
analysis and research |
R106: Product
analysis and research Plus R105: Design briefs, design specifications and user requirements
|
R105: Design briefs,
design specifications and user requirements. First Attempt at the Exam |
R107: Developing
and presenting engineering designs |
| Yr11 | R107: Developing
and presenting engineering designs |
R107: Developing
and presenting engineering designs |
R108: 3D design
realisation Second Attempt at the Exam |
R108: 3D design
realisation |
DIRT time on any work students wish to improve acros R160- R108 |
| Hospitality | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
| Y10 | unit 1
structure of H&C Industry |
unit 1
working in the H&C Industry |
unit 1
How a hotel operates |
revise for unit exam | revise for exam unit | start unit 2 nutrients |
| Y11 | unit 2dietary requirements and special diets | unit 2 cooking methods and menu planning | unit 2
policy writing for catering companies |
unit 2 final piece | revision for unit 1 if needed |
Assessment
How is Learning Assessed
The Learning Journey infographic shows the various and varied assessment points throughout each project. Students receive verbal feedback several times per lesson, in addition to the formative and summative assessments – Blue form bingo, End of rotation Assessments for example. Markmate is also used to record verbal feedback which is still in it’s trial stages.
At Key stage 4, the modular approach and coursework elements lead the assessment in line with the examination syllabus. Assessment across the board is predominantly verbal feedback, with end of unit assessments to the curriculum schedule.
School Values
Ambition
We provide a vibrant and energetic work environment for all out students which demonstrates that we have high standards in ADT. As teachers we lead by example and demonstrate to our pupils that we are current, up to date and knowledgeable about our own individual subjects which we reflect in the fluid curriculum.
Students enjoy moving into the sixth form to study Graphics, Art and Engineering and many go on to careers and higher education in these subjects.
Responsibility
A key focus for all our teachers is taking ownership of your own learning. Students are aware that they must be responsible for their own actions and we are very clear in this regard.
Kindness, Respect and Independence
All students are encouraged to work collaboratively which develops their ‘soft skills’. Students who are disrespectful and show lack of tolerance to others are reminded that their behaviour is not acceptable and they are dealt with through the behaviour system.
Resilience
We encourage all students to be more resilient. Whilst they may not succeed in one subject area, it is likely that they will be more suited to another of the ADT subjects; there is something for everyone! This is borne out by the positive number we have at GCSE and A level.
SMSC and FBV
SMSC stands for spiritual, moral, social and cultural development. All schools in England must show how well their pupils develop in SMSC.
Fundamental British Values are incorporated into SMSC. I have highlighted where they appear.
Spiritual
Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.
Designing for others is a key element of our curriculum and understanding needs and desires is essential in designing successfully. At KS4 there are distinct units which focus on designing for others: Designing for a Vegetarian, How images are used in Graphics, and how to represent oneself in Art.
Moral
Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views
At both KS3 and KS4 we look closely at the moral issues surrounding design, particularly in Food, Graphics and Engineering. Ethical issues such as food miles and the ethics of food waste, Use of appropriate images in Graphic products and looking at the legalities and regulations when designing products for sale in different countries.
Social
Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the ‘British values‘ of democracy, the rule of law, liberty, respect and tolerance.
All our teachers expect a calm, purposeful and collegiate approach to each lesson.
Cultural Capital
Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.
When designing for others we take into account different cultures; cooking a dish from a different country, designing for a niche target audience, and looking at how designers approach cultural diversity – Unit 1 in Graphics for example looks at how designers need to amend their approach when designing for different cultures, or minority groups.
The basis of our KS3 curriculum is one of Ecology; how can we reduce resources or highlight issues Eco issues faced by all of us. We use recycled materials as much as possible, and design to reduce waste.
We have large displays to encourage Cultural capital in our students, explaining what it is and why it’s so important. Many of the activities are free and require no funding.
Over the summer holidays, we produced a wide range of tasks to develop cultural capital and our learning booklets contain an additional cultural capital task which pupils are encouraged to engage with.
We run a wide and varied STEM programme with the RAF Brize Norton which runs throughout the year.