Art Design and Technology

Areas to consider – intent

ADT within Derby Moor currently encompasses the following subject areas; Art, Textiles, Food, Engineering and Product Design. From a wider perspective ADT serves to instil “basic life skills” to pupils, such as learning to cook, sew and how to use tools effectively to create a range of DIY tasks that are a valuable skill later on in life. From a more specific perspective ADT strives to open pupil’s minds to the wider world of how things work, why things are made a certain way, why artists have created a piece in such a way and the subtle messages that designs can have running through them. In addition to this, here at Derby Moor, we sit in a highly developed industrial area, with many companies such as Rolls Royce, Bombardier and Toyota to name but a few in close proximity. Pupils would be served well, with a curriculum that steers them into one of these industries.

Our current curriculum within ADT has a natural progression over 5 years (7-11) in most cases. With each successive year building upon the previous one, embedding key knowledge and concepts needed to perform well in GCSE. Subjects across ADT at KS3 follow closely to what pupils are expected to be doing at KS4 and KS5. We offer four key subjects at KS3 (Art, Food, Textiles & Engineering/DT), where some pupils may/may not excel in particular areas, we have designed the schemes of work to be cross curricular (not only for our own subjects, but across the whole school) to ensure we continue to strengthen knowledge in other subject areas also.

Derby Moor’s values of Achievement, Aspiration, High Expectations and Community are thoroughly embedded within ADT. Grades in ADT over the past few years have made dramatic improvements, due to a solid foundation of high expectations from both staff and pupils. Our 7 year curriculum as stated above is designed to aspire pupils to take job opportunities within the local community.

  • Achievement: Our grade descriptors and assessment criteria’s provide pupils with the means to achieve grades higher than their target grades.
  • Aspiration: We have designed our curriculum to be interesting and projects to enthuse pupils so they aspire to produce the best outcomes.
  • High Expectations: Our staff strive to uphold the behaviour policy and students are aware that we as a faculty expect them to apply themselves in their lessons.
  • Community: We work with a variety of external organisations to ensure that our value of community is upheld. We have a partnership with Derby Museums for our SEN/post-nurture pupils, we work with Burn the book, bombardier and provide afterschool and lunch clubs to ensure our pupils know they are part of a strong community.

At KS3 across ADT all pupils with the exception of Art have 2 lessons a week and Art has 1 lesson a week. In KS3 pupils are taught termly projects across all of the subjects that we offer. At KS4 pupils across all subjects then move to 3 lessons a week and KS5 pupils have 4 lessons a week.

Pupils at KS3 gain a flavour of what is on offer at KS4 by years 7 and 8 working on a carousel system throughout the year, covering the following subject areas; Textiles, Food and Design and Technology (however to ensure consistency with behaviour and relationships, the teacher follows the group). In year 9 pupils pick 2 soft options (options that they would potentially like to take forward to GCSE) in either of the following areas; Textiles, Food, Design and Technology and Engineering.

Art works outside of the ADT carousel and as such all pupils are taught Art in years 7 and 8. Soft options are then pick in year 9, however Art can be picked amongst Dance, Drama and Music.

Although subjects within ADT are historically practical based, there is a large part of theory throughout all of them and as such we have taken a “build from the ground up” approach, instilling knowledge early on in KS3 that is then built upon further at KS4 and KS5. KAS sheets are provided to pupils across all subjects and all years within ADT and these are used to initially track how knowledge and skills are being implemented within lessons. The KAS sheets at KS3 are linked to what is required at GCSE level, but they are modified in a way that allows pupils to still access the content.

Co-ordination within subjects outside of ADT is an area that we need to expand upon further moving forward. We have many links that can be found across other subject areas, in particular Science.

Generally speaking as a department we have learnt to be stringent with resources however, pupils would benefit from more resources and equipment. The lack of equipment in Art limits the type of schemes of work we can offer for example, ceramics (kiln), printing (print press) – all of which would be beneficial at KS4 art and would help with the variety of processes pupils can undertake.  The limitations also appear when we look to expand upon are current curriculum offer, for instance by looking to offer an Engineering Diploma at KS5, we would need tens of thousands of pounds worth of investment to gain the equipment alone such as lathes, CNC machines etc.

With regards to extra-curricular, currently in ADT we have Derby Museum visit Derby Moor every Thursday with their Makory Bus. This programme is designed to reach out to our most vulnerable pupils and is used as a base from which to build upon. Many of the projects that the Makory Bus delivers are projects that we would find difficult to run within Derby Moor. At sixth form, out faculty offers sessions in cooking on a budget and drawing to de-stress. We also provide drop down day sessions such as the chocolate challenge.  This year there has also been an afterschool GCSE course to run Textiles. This was put on as a few pupils were unable to select it as one of their options, therefore it has been ran as an afterschool GCSE.

Alongside the above, many of our subject specifications recommend external trips to museums and attractions in order to help build a portfolio of work. We try to implement this as much as we can throughout KS4 and KS5 especially.

Moving forward we have a strong vision to expand our KS5 curriculum to offer Engineering and as such we would look at implementing a range of enrichment programmes linked to the local industries around Derby. We have recently appointed a Careers Champion within the faculty, whose role is to develop these vital links. 

Areas to consider – implementation

Over the past few years we have worked on overhauling our schemes of work across all key stages. The rationale behind this was to fall in line with national changes to Art, Design and Technology. Knowledge and skills that are needed right through to KS5 are now being embedded from the start of KS3 and this is evident through carefully thought out KAS sheets, with clear curriculum maps, noting any opportunities to develop literacy, numeracy, ICT, SMSC, employability skills and cross curricular links.

As we work in a carousel for Design Technology at KS3 (Art doesn’t run this way), it was important that teachers from different subject specialism backgrounds were able to pick up KS3 lessons across the faculty. As such the curriculum maps served as an initial basis to help with this, this was backed up further with a series of pre-planned lessons along with resources, made available to all teaching staff across ADT.

With this year being the first year we have ran with the new KS3 and KS4 SOW’s we are looking to make a few minor tweaks ready for next year to ensure that we can provide the best KAS for pupils moving forward in their years. That being said through auditing it is clear that Art is a subject area that needs more work on the redesign of the curriculum and this is being undertaken via a review in July 2019, along with a member of the DT side of ADT being placed amongst all Art year groups next year to really get to grips with what changes are needed to drive Art forward. 

Areas to consider – impact

We have worked tirelessly this year to get staff across ADT to have greater ownership of their own data. This serves as a mechanism to pin point which pupils need support from an early stage. It has been a long road getting to this point and before the implementation of various tracking documents we had to do a lot of work on accuracy of predictions. This has been successful in almost all areas within the faculty, as discussed above we now have clear plans in place on how to roll this out across all areas of ADT moving forward.

Whilst staff across ADT can see the intent behind the curriculum and are invested in the direction of where it needs to go, through staff voice it is evident that staff don’t fully understand our FIP. This has been a bigger issue of staff often not looking at the wider school picture and only concentrating on their own groups and the issues they have. Over the past year more transparency has been given here and the majority of the faculty are beginning to see the “bigger school picture” and how the part they play is part of a wider school approach.

We look to surveys as one aspect of gaining feedback in how we can moved ADT forward and for a comparative view pupil and staff voice questions tend to stay the same on each survey, as it makes analysis between the different surveys easier. Questions directed at staff are ones such as; do staff feel supported, do they understand the FIP, is the head of department approachable, do you feel the department has changed for the better this year, questions around workload and how supported do you feel from SLT. In addition to this it’s asked what changes do you feel are wanted in the department for the coming year. Currently the responses are positive and some good ideas have been raised about how ADT can move forward.

Questions directed at pupils are ones such as; which subject do pupils prefer the most, enjoyment of lessons, marking of work, behaviour and its management in lessons, how challenging are lessons and how well are courses planned out. Again the latest responses are positive, however how challenging work is across ADT was a result that was flagged up in last year’s survey i.e. the work was too easy. This has shown to have slightly improved since last time. However more work is still needed to be done.

Regular internal data analysis and staff’s understanding of the data is something that we have worked hard on implementing this year. This has served ADT well in pin pointing the areas of curriculum that we need tweaking to better serve our pupils. Regular RAG meetings with SLT also serve to create discussions when fed back to the ADT team on where improvements can be made to our curriculum.