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Design and Technologies | Product Design | Electronic Products | Graphics | Resistant Materials | Construction | Food Technology | Textiles
Construction Department
A Level Product Design
Product
Design Year 12
 The AS course begins with a series of short design and make tasks designed to improve the students' knowledge and understanding of working with metals, woods, plastics and graphical techniques. The course is split into three elements, a written investigation (Case Study ), a design and make project ( Product Study) and a final written exam.
Product Design Year 13
This course is a progression of the knowledge, skills and experiences gained during the AS programme. The course focuses on the completion of a challenging design and make assignment, within the guidelines set by the exam board. The deadline for completion is Easter, after which final preparation for the summer exam begins.
GCSE Design And Technology
GCSE Electronics
Electronic Products Year 10
Students in Year 10 design and make a progressive range of projects. This includes a light sensing circuit, a child's toy and an electronic dice. Throughout the year pupils will build up an extensive set of theory notes which will be directed towards the final examination.
Electronic Products Year 11
The first two terms of this course focus on completion of the students' GCSE Design and Make coursework. This will require the Designing element to be completed by the end of the Autumn Term and the practical piece to be submitted by the end of the Spring Term for final assessment. The marks for this component are worth 60% of their final grade. Theory work will also be undertaken in preparation for the summer written examination.
GCSE Graphic Products
DT: Graphics Year 10
Throughout the year the pupil will be developing their skills and knowledge of a wide range of presentation techniques. They will have experience of working with different media through small design and make tasks, these include Cad drawings, CD artwork, Social awareness posters. The pupils will gain a good foundation of knowledge in preparation for their final coursework.
DT: Graphics Year 11
The first two terms of this course focus on completion of the students' GCSE Design and Make coursework. This requires the Designing element to be completed by the end of the Autumn Term and the practical piece to be submitted by the end of the Spring Term for final assessment. The marks for this component are worth 60% of their final grade. Theory work will also be undertaken in preparation for the summer written examination.
GCSE Resistant Materials
Resistant Materials Year 10
Students in year 10 design and make a progressive range of projects. This is a 'hands on' course during which students gain experience in working with woods, metals and plastics. Short-term project milestones will be issued to ensure the accompanying project design folder is kept up to date. Over the year students will also have theory lessons and class notes in preparation for the written examination.
Resistant Materials Year 11
The first two terms of this course focus on completion of the students' GCSE Design and Make coursework. This will require the Designing element to be complete by the end of the Autumn Term and the practical piece to be submitted by the end of the Spring Term for final assessment. The marks for this component are worth 60% of their final grade. Theory work will also be undertaken in preparation for the Summer written examination.
Key Stage 3 Construction
Year 7 Construction
In Construction pupils design and make a steady hand tester. This involves the accurate cutting of corner mitre joints and wood working assembly. The pupils also assemble and solder an electronic printed circuit board. Written design work is developed through A3 design sheet work.
Year 8 Construction
The pupils in construction design and make a mechanical toy. This involves the accurate cutting of a lap joint and wood working assembly. The pupils also learn about the different types of motion along with the cutting and fitting of a cam mechanism. Using the design process, pupils design from scratch the moving toy element of the project. All planning and design work is recorded in a design folder.
Design and Technology Year 9
Pupils in construction will design and make a maze game. This will involve the accurate cutting of finger joints and wood working assembly. Students will be involved in the different ways that plastics are processed and finished. They will also design and make the tooling for a vacuum forming mould. All planning and design work will be recorded in the design folder.
Food Technology
A Level Food Technology
Food Technology Year 12
The students develop their knowledge of food science, nutrition and food safety through theory, experimental and practical design work. Their knowledge and skills are applied through a major piece of coursework based on creating designs for new pastry dishes.
Assessment:
Unit 1: Written examination: 1.5 hrs 30%
Unit 2: Coursework 40%
Unit 3: The med design paper,written examination: 1.5 hrs 30%
Food Technology Year 13
The students have further developed their knowledge of food science, nutrition and food safety through theory, experimental and practical design work. They are developing a greater awareness of wider issues such as organic foods, environmental issues and the debate around GM foods. Their knowledge and skills are applied through a detailed investigation of a manufactured food, and through a major piece of coursework based on their own choice of design context.
Assessment: Coursework 60%; Examination 40%
GCSE Food Technology
Food Technology Year 10
During Year 10, pupils develop a more detailed knowledge of food safety, including industrial risk assessment processes such as HACCP (Hazard Analysis Critical Control Point).Healthy nutrition for short-term and long-term benefits. The study and practical use of food commodities such as cereals, fruit, vegetables, meat, fish, dairy foods and alternative proteins. The ways in which the composition of food gives its working properties e.g. to thicken, to set, to aerate. Market research methods. Advertising. Food packaging and labeling law. Pupils further develop their knowledge and skills by making a wide range of recipes including bread, pastries, biscuits, cakes, sauces and savoury dishes. Throughout the course, pupils gain an insight into how food is designed, produced, tested and marketed on a larger scale, such as food factories and supermarkets.
Food Technology Year 11
During year 11, students complete their design and make coursework portfolio (worth 60% of total marks). They complete the GCSE specification, revise key subject topics and practice answering past examination questions in preparation for the final examination. Key subject areas include: Nutritional needs for specific needs: Processing of foods: Properties and characteristics of food: Combining and processing foods: Finishing processes: Food preparation and manufacture: Food quality and safety: Using CAD (Computer Aided Design) and CAM (Computer Aided Manufacture) in food production.
Key Stage 3 Food Technology
For Design and Technology (D&T) in Years 7 - 9 students spend one term per year in Construction, Food Technology and Textiles.
Year 7 Food Technology
In Year 7 the emphasis is on encouraging young people to eat more fruit and vegetables. Through a range of written and practical tasks, pupils increase their skills, confidence and independence when processing foods, and when using all parts of the cooker. Written work is developed through A3 design sheet work, when pupils design and make a vegetable soup.
Year 8 Food Technology
In Year 8 there is a continued emphasis on healthy eating. Pupils use ICT to model their own sauce recipe designs, to meet the current nutritional guidelines on energy balance. Assessment is based on each pupil's ability to develop and communicate the ideas through A3 design sheets, as well as on the skills and knowledge shown in their practical work.
Year 9 Food Technology
In Year 9 pupils focus on the nutritional needs of teenagers. They learn about energy balance, the prevention of obesity and the importance of regular exercise. They examine the importance of reducing sugar, and the need to include iron rich foods in their diets. Pupils are tested on these areas. They are introduced to Indian and Chinese cooking. Practical work is based on healthier option recipes. For the assessed 'design and make' task, pupils select a recipe from a named culture and make adaptations to make it healthier.
Textiles
A Level Textiles
Textiles Year 12
Through both theory and practical work students build up their knowledge of textiles. They begin by investigating 20th Century designers and different methods of printing fabric, which they use in their portfolio of coursework. They also look at fashion trends and how the fashion industry predict future seasons fashions. They complete with portfolio with a design and make task on the theme of accessories, which is completed by Easter. After this students research into a published theme for the design paper, and complete the year by improving their knowledge of materials and components.
The AQA Product design Textiles AS course aims are:
- To allow the opportunity to gain personal satisfaction and positive experience working with a variety of materials
- To apply knowledge and understanding through designing and making
- To show through communication quality of written work
Textiles Year 13
Year 13- AQA Product design Textiles A2
The second year of study aims to build on the knowledge of the AS course and show through the assessed modules an increased understanding of the knowledge and higher levels of skill. Students will work on units 4 and 5 and continue to build up understanding of the subject through theory and practice exam questions.
GCSE Textiles
Textiles Year 10
Textiles - EDEXCEL 1971
The course in year 10 is built on extending their knowledge and understanding of the subject through focused tasks and theory work. Students are encouraged to develop skills in a wide variety of areas such as construction and printing and to research the method of these. They also undertake a design and make a project that is a simplified form of the year 11 coursework to enable them to experience the process. A project on batch production is also undertaken to gain understanding into manufacturing in number. Homework: consists of ongoing tasks, exam preparation and sample questions.
Textiles Year 11
Textiles - EDEXCEL 1971
A major part of the work in the first part of the year is towards the coursework (60%), a Design and make project which is guided research and construction of a product to meet the Exam board's criteria. When this has been completed in the second part of the spring term, preparation towards the written paper (40 %) in the form of theory - building on the work done in year 10, revision and practice papers are worked on. Homework supports coursework and preparation for mock and final exams. Review of the theory syllabus after completion of coursework includes revision strategies.
Key Stage 3 Textiles
In Design and Technology in Years 7 - 9 pupils spend one term per year in Construction, Food Technology and Textiles.
Year 7 Textiles
In Year 7 pupils are introduced to a new range of skills using the sewing machine and other specialized equipment. They apply their new skills to design and make a cushion. Written design work is developed through A3 design sheet work.
Year 8 Textiles
In Year 8 pupils build up an understanding of the necessary skills through a series of focused tasks. Written work is developed through guided A3 sheets to enable them to meet the criteria for designing their products. Students demonstrate their knowledge through a design and make task by producing a bag or container to their own specification.
Year 9 Textiles
In Year 9 the focus is on building on previous knowledge and skills through a design and make task based on Sport and Leisure. This includes research into the environment, recycling, smart fabrics and industrial production methods. Practical work includes, testing of suitable materials and using their understanding to produce a prototype suitable for manufacture.
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Theatre Studies | Drama | Music | Art
 Theatre
Studies Year 12
A one year course, leading to a practical and written
exam at the end of the year. The course provides opportunities
to pursue particular aspects of study within the context of
general knowledge and experience of theatre. Specific study
areas include:-
- A devised group production
- The exploration of either 'Theatre of cruelty', or Stanislavski's
approach to 'Naturalism' from a directional and acting perspective
- Study of two set plays from a performance viewpoint
- Theatre criticism. Plays seen in performance
Theatre Studies Year 13
The A2 course is designed to follow naturally on
from the AS in Theatre Studies and consists of a practical
and written exams at the end of the course. Specific areas
of study include:-
- The production and performance of a scripted play, incorporating
some aspects of the theories and performance styles covered
- The study of the work of a second theatrical practitioner
- The study of two set plays as actor, audience, designer
and director
- The development of textual analysis skills, essential to
a theatrical director
Drama Year 7
Drama is taught in mixed ability groups at KS3. The
emphasis in Year 7 is on the development of group skills and
the basics of performance techniques.
In the first term the class has been introduced
to trust exercises, warm-up games and simple acting styles
such as mime and physical theatre. They have presented their
work to the rest of the class in order to develop their self-confidence.
Over the next two terms they will be working
through improvisation and script work in order to experiment
with a variety of theatrical styles ranging from forum theatre
through to large scale dance drama. They will be expected
to create a meaningful presentation as an entire class by
the end of the summer term.
Drama Year 8
Drama is taught in mixed ability groups at KS3. The
emphasis in Year 8 is on the development of performance skills
and a widening of the pupils' Dramatic experience. Pupils
have been working for more extended time periods and in a
wider range of theatrical styles. They have been presenting
their work to the rest of the class on a regular basis and
have performed in both improvised and scripted pieces.
Drama Year 9
Drama is taught in mixed ability groups at Key stage
3. The emphasis in year 9 is on the development of a greater
understanding of the variety of ways in which a plot structure
can be created. Students will use models provided by scripts,
soap operas, and class generated improvisations to explore
the strengths and weaknesses of various formats and produce
their own performances using the ideas studied. The average
student should be capable of producing a plausible character
in a number of different performance styles and work independently,
in pairs and groups of up to twelve.
Drama Year 10
Drama is taught in mixed ability groups at GCSE.
The specification is concerned with the drawing together of
all those skills which can be described as drama activity.
By following the course candidates will have gathered knowledge
and understanding of genre, style and conventions, and of
the cultural, historical,and social influences that inform
the way drama is devised and structured. Both the process
and the final product are assessed in two coursework units
and a final realization test. The primary purpose of the course
is the creation of practical drama.
Drama Year 11
Drama is taught in mixed ability groups at GCSE.
The specification is concerned with the drawing together of
all those skills which can be described as drama activity.
By following the course candidates will have gathered knowledge
and understanding of genre, style and conventions, and of
the cultural, historical,and social influences that inform
the way drama is devised and structured. Both the process
and the final product are assessed in two coursework units
and a final realization test. The primary purpose of the course
is the creation of practical drama.
Music
Year 7
 Students experience a wide range of musical styles
from various periods in year 7 and learn about theoretical
aspects including reading traditional musical notation as
well as graphical, how music can be structured, creating melodies
and building chords. These concepts are reinforced through
practical activities. Students compose in small groups,pairs
or individually and perform the compositions to their peers
who appraise and assess them. They sing and perform, on a
range of instruments, various pieces of music, which develop
performing and ensemble skills. Students are introduced to
a wide selection of musical styles; they form opinions, discuss
their impressions and are required to answer specific questions
based on the listening extract. Some genres looked at this
year include music from Indonesia, opera, the Baroque Period
and Popular music.
Music Year 8
Students have been given the opportunity to develop
their aural, performing, composing and appraising skills whilst
being introduced to a variety of musical styles. Students
have looked at traditional music of the British Isles, Rock
‘n' Roll and orchestral music. These topics have
allowed pupils to develop their awareness of chords and the
different ways that they can be used to create desired effects,
how instruments work and their sound and various ways of structuring
pieces of music. Students have developed their ICT skills
in using the Internet and CD Roms as research tools.
Music Year 9
This year students have been engaged in performing,
composing and listening in a variety of musical styles and
genres. Topics explored include the musical effect of irregular
time signatures, ground bass techniques in baroque music,
revising chords, an exploration of the pop industry with the
opportunity to compose in a pop style, the use of music in
the film industry leading to the students composing their
own piece of music to fit a film clip and an exploration of
the music of Brazil, with special focus on the samba. Students
have had the opportunity to use ICT including the Internet
and multimedia encyclopedias to research topics as well as
Cubasis music software to manipulate chords and textures in
work on the ground bass unit.
Music Year 10
This year the focus for all work undertaken in Music
has been the four Areas of Study set out in the Edexcel Specification.
Students have been engaged in integrated composing, listening
and performing tasks focusing this year in the following musical
genres: Ternary Form, Rondo, Ground Bass, Variations, Serialism,
Minimalism, Experimental Music, Blues, Gamelan and African
Drumming. Composition tasks have moved away from group project
to individual assignments that could be used as a basis for
coursework submissions.
Music Year 11
During this year students continue to explore composing,
performing and listening and understanding, studying Repetition
and Contrast in Western Classical Music 1600 - 1899; New Directions
in Western Classical Music 1900 - the present day; Popular
song in context; Rhythms, scales and modes in music from around
the world. They compose music in a wide variety of styles and
genres, and are in a position to choose two compositions from
different Areas of Study to submit for final Assessment. They
have opportunities to perform within the class and at public
concerts, the best performances of which are submitted as
their performing coursework. Regular listening tasks related
to the Areas of Study are set, along with extensive material
for self-study at home. Members of the Music staff are always
willing to discuss students' work with them outside of the
classroom, and to record pieces with candidates, when notice
is given and appointments are made.
Music Year 12
Throughout this year students have been actively engaged in
preparing for Units 1, 2 and 3 of the Edexcel AS Music Course.
Opportunities to perform in and out of the classroom are actively
encouraged, and any performances viewed by staff are eligible
for inclusion in the student's portfolio. Musical techniques
and composition have been taught in groups and on a one-to-one
basis, where regular monitoring and feedback with formative
targets for improvement are the expectation. This term we
have been fortunate to be part of a composition workshop series,
where students have had the opportunity to receive input from
professional performers, and a composer from the Birmingham
Conservatoire. Musical Understanding and Listening are taught
as a class, and regular exam-style questions are set at the
end of each unit to test knowledge and understanding. Topics
covered are Music for Small Ensemble and Music for Film and
TV.
Music Year 13
Throughout this year students have been actively
engaged in preparing for Units 4, 5 and 6 of the Edexcel A2
Music Course. Opportunities to perform in and out of the classroom
are actively encouraged, and any performances viewed by staff
are eligible for inclusion in the student's portfolio.
Musical techniques and composition have been taught in groups
and on a one-to-one basis, where regular monitoring and feedback
with formative targets for improvement are the expectation.
This term we have been fortunate to be part of a composition
workshop series, where students have had the opportunity to
receive input from professional performers, and a composer
from the Birmingham Conservatoire. Musical Understanding and
Listening are taught as a class, and regular exam-style questions
are set at the end of each unit to test knowledge and understanding.
Topics covered are Pop Music and Jazz and Music for Film and
TV.
Art Year 7
We teach our students in mixed ability groups of 21. They remain with their teacher throughout the year. We follow the National Curriculum framework throughout the Key Stage as we introduce the different stages of the Art process.
Students engage in research, observational work, art historical studies and development of ideas as they experience various techniques and approaches in Painting , Drawing and Sculpture to produce major pieces of work. We introduce shorter exercises in the Summer term, designed to stimulate the imagination and emphasise enjoyment.
Students work is marked throughout the year to assess their attainment in the form of a KS3 level, advice is given on 'how to improve' to try to ensure that pupils make good progress.
Art Year 8
We teach our pupils in mixed ability groups of 21. They remain with their teacher throughout the year. We follow the National Curriculum framework throughout the Key Stage as we introduce the different stages of the Art process.
Pupils engage in research, observational work, art historical studies and development of ideas as they experience various techniques and approaches in Painting , Drawing and Graphic Design to produce major pieces of work. We introduce shorter exercises in the Summer term, designed to stimulate the imagination and emphasise enjoyment.
Pupils' work is marked throughout the year to assess their attainment in the form of a KS3 level, advice is given on 'how to improve' to try to ensure that pupils make good progress.
Art Year 9
We teach our students in mixed ability groups. They remain with their teacher throughout the year. We follow the National Curriculum framework throughout the Key Stage as we introduce the different stages of the Art process.
Students engage in research, observational work, art historical studies and development of ideas as they experience various techniques and approaches in Printmaking and Sculpture to produce major pieces of work. We introduce shorter exercises in the Summer term, designed to stimulate the imagination and emphasise enjoyment.
Students' work is marked throughout the year to assess their attainment in the form of a KS3 level; advice is given on 'how to improve' to try to ensure that pupils make good progress.
Art Year 10
GCSE Edexcel Art & Design. We teach our students in mixed ability groups of 21. In the first two terms pupils engage in a variety of specialist areas which include painting, drawing, printmaking, graphic design and sculpture. Each Foundation Unit involves students in research, observational work, art historical studies and development of ideas as they experience various new techniques and approaches to produce major pieces of work. A visit to Oxford or London is arranged to provide an opportunity for first hand art historical research.
This prepares students for their first Coursework unit in the Summer term. During this unit pupils are given weekly tutorials where quality & quantity is monitored and planning for the next week's work is agreed. It is vital that students bring their work to school each week if our tutorial system is to work to their advantage. We offer individual attention, students are expected to make the most of this opportunity.
Art Year 11
GCSE Edexcel Art & Design. In the Autumn Term students begin their second Coursework unit. They have weekly tutorials where quality & quantity is monitored and planning for the next week's work is agreed; it is vital that work is brought to school weekly; students are expected to make the most of this individual attention. Constructive use of Studio time and regular homework ensure course coverage.
After 'First Marking' of the unit staff discuss a detailed assessment sheet showing the present standard and how to improve, with students. Final submission is the week before the Spring half term of Y11. Early in the Spring Term, students can improve each coursework unit, following their teacher's advice. Preparation for the examination starts before half term, lasting for 8 weeks. 10 hours are focused on a major piece early in the Summer Term. Success is celebrated in a Summer exhibition. Parents & friends are invited to the Private View.
Art Year 12
We follow the ‘A' Level Edexcel Art &
Design specification.
In the Autumn & Spring Terms students undertake one coursework unit. In weekly tutorials, quality & quantity is monitored and the next week's work agreed; it is vital that work is brought to school; students are expected to make the most of this individual attention. Constructive use of studio time and regular homework ensure course coverage. After 'First Marking' of this unit, staff discuss a detailed assessment sheet showing the present standard and how to improve, with students.
Preparation for the examination starts after half term of the Spring Term and lasts for 8 weeks. 8 hours are focused on a major piece in the Summer Term. The course work unit and exam are marked internally before moderation by a visiting examiner. The A2 course begins during the last 5 weeks of the Summer term; attendance is vital. We celebrate our students' success in an exhibition which normally takes place in June/July. Parents & friends are invited to the Private View.
Art Year 13
We follow the A Level Edexcel Art & Design specification.
In the Autumn term of the A2 course students complete one coursework unit. In weekly tutorials, quality & quantity is monitored and the next week's work agreed. It is vital that work is brought to school; students are expected to make the most of this individual attention. Constructive use of studio time and regular homework ensure course coverage. After 'First Marking' of this unit, staff discuss a detailed assessment sheet showing the present standard and how to improve, with students.
Preparation for the examination starts in the second half of the Spring Term. The major piece is worked over 12 hours. We celebrate our students' success in an exhibition which normally takes place in June/July. Parents & friends are invited to the Private View.
If you would like to apply for a place at St.Bart's, please contact the school.
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Click Here for an application for a place at St.Bart's in the Sixth Form PDF (53KB) |
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