|
Home > The Curriculum > Design & Technology and Expressive Faculty
English, Media & Classics |
Mathematics | Information Technology | Science | Design & Technology | Expressive Arts | Core Studies | Humanities | Languages | Business & Society | Personal Devlopment | Learning Support
| Design & Technology Faculty |
Product Design | Electronic Products | Graphics | Resistant Materials | Construction | Food Technology | Textiles
Construction Department
A Level Product Design
Product
Design Year 12
 This course offers the Students the opportunity to study, propose and realise prototype solutions which are closely linked to the real world of product manufacture in a range of different material areas. The students develop their knowledge of materials and manufacturing processes as well as being able to initiate design solutions and testing models and prototypes. The AS consists of two units which is 50% of the Advanced GCE. The Advanced Innovation Challenge is a design challenge set by the exam board which assess the student's ability to design and model a product within a given time, this demonstrates the student's ability to be innovative, creative and original. The Product Study is a coursework unit which consists of product development, modelling and testing. The students carry out an in depth product analysis resulting in suggestions for improvements.
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. Short-term project milestones will be issued to ensure the accompanying project design folder is kept up to date. Over the year the pupils will also have theory lessons and class notes in preparation for the written 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
Students in Year 10 design and make a progressive range of projects. This includes card mechanisms, CD covers and inlays and a 3D product model. The projects will also incorporate packaging and point-of-sale display work. 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.
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 the students develop both their graphical and practical skills. The graphics element develops the students' rendering skills and they also learn how to produce pictorial and exploded drawings. Within the practical element the students will use a variety of tools and machinery to produce a steady hand tester, which also involves the students making their own PCB board.
Year 8 Construction
The students in Construction design and make a mechanical toy. This involves the accurate cutting of a lap joint and wood working assembly. The students also learn about the different types of motion along with the cutting and fitting of a cam mechanism. Using the design process, students design from scratch the moving toy element of the project. All planning and design work is recorded in a design folder.
Year 9 Construction
Students 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. Students cook most weeks. They learn about macro and micro nutrients, the relationship between diet and health, social factors affecting food choice, dietary needs of individuals at different life-stages, food additives, environmental factors such as genetic modification and organic foods, food safety and hygiene and food labelling. Knowledge and skills are applied through portfolio coursework worth 50% of the marks. Assessment: Unit 1: Written examination: 2 hrs duration, worth 50% of total marks. Unit 2: Coursework portfolio (2 sections of work).
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, students develop a more detailed knowledge of food safety, including industrial risk assessment processes such as HACCP (Hazard Analysis Critical Control Point). Topics include:
- 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 labelling law.
Students 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 practise 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 Food Technology, there is an emphasis on healthy eating, focussing on the benefits of eating plenty of fruit and vegetables. Students follow the Licence to Cook scheme, making fruit salad, Danish open sandwich, soup, flapjack, sweet and savoury muffins, sweet or savoury scones and shortbread. The students learn about food hygiene and safety, use of cooker and shopping skills.
Year 8 Food Technology
In Food Technology there is a continued emphasis on healthy eating. Students use ICT to model their own sauce recipe designs, to meet the current nutritional guidelines on energy balance. Assessment is based on each student's ability to develop and communicate their ideas through A3 design sheets, as well as on the skills and knowledge shown in their practical work.
Year 9 Food Technology
In Food Technology, students 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. Students 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, students select a recipe from a named culture and make adaptations to make it healthier.
Textiles
A Level Textiles
Textiles Year 12
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.
There are two assessed elements,
- Unit 1(50%) the written paper, consists of Materials and Components and processes and manufacture , industrial and commercial practices, pattern drafting, manufacture and the environment, design in practice and design in the human context this is taught mainly through theory and investigation.
- Unit 2 (50%) design and make coursework project of the students own choice, also includes elements of processes and manufacture, done through the portfolio approach.
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 3 , 4 and 5 and continue to build up understanding of the subject through theory and practice exam questions. Assessment is 50% of AS added to: -
Unit 3 the final synoptic 2 hour written paper based on both years' theory work.
Unit 4, (25hours) Product Study Investigation into the topic of the student's choice
Unit 5, (60 hours of supervised time plus homework) the major design and make project
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 students spend one term per year in Construction, Food Technology and Textiles.
Year 7 Textiles
In Textiles students focus on learning how to use the sewing machine and make samples of a variety of printing methods . They then use this to design and make a cushion of their own choice to show both construction and decorating techniques..
Year 8 Textiles
In Textiles 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.
Year 9 Textiles
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
 |
Click Here for an application for a place at St.Bart's in the Sixth Form  PDF (53KB) |
Theatre Studies | Drama | Dance | Music | Art
 Theatre
Studies and Drama Year 12
Unit 1: Live Theatre Production Seen and Prescribed Play. 60%
SECTION A requires a personal response to various aspects of live theatre seen during course. Candidates will need to communicate their understanding of how the presentation contributed to the total effect of the production seen.
SECTION B requires students to answer one question on a set play from the viewpoint of an actor, director or designer.
Unit 2: Presentation of an Extract from a Play 40%
Unit 2 requires students to present for an audience an extract from a published play of their choice. Students will study their chosen text in direct relation to the theories and practice of an influential director, practitioner, or designer working as a production team responsible for all aspects of the presented extract.
Theatre Studies Year 13
The A2 course is a natural extension of the EDEXCEL AS course, and once again is divided into three units. The students are required to create their own production for assessment, supported by research and analysis of all areas of production and design. In the spring term the students' are required to edit and adapt a script which is then assessed in performance. The final unit is examined in the summer term and is focused on the students understanding of a script chosen by the Board. They are assessed on their knowledge of the production requirements and the historical context in which it was originally performed. Regular theatre visits are an essential part of the course.
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 students' dramatic experience. Students 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. Dance continues to be explored as an element of the Drama curriculum.
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. Dance continues to be explored as an element of the Drama curriculum.
Drama Year 10
Drama is taught in mixed ability groups at GCSE. The OCR 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 realisation 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 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 realisation test. The primary purpose of the course is the creation of practical drama.
Dance 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.
Dance Year 8
Dance is taught in mixed ability tutor groups at KS3. The focus in Year 8 is to develop and enhance the skills and technique acquired in Year 7. Students are given more opportunity to develop their own work in groups. They are introduced to the use of contacts and relationships in their second unit. Students still present their work to rest of the class and are expected to give constructive feedback on what they have seen.
Dance Year 9
Dance is taught in mixed ability groups at KS3. The focus in Year 9 is for students to develop their understanding of the structures and techniques used in dance. Students continue to work on contact work in dance, extending this to include lifting. Students explore physical theatre and the relationship between dance and drama and how the skills from both subjects can be interchanged. Students will be expected to work cooperatively in a range of groups and perform and appreciate their work.
Dance Year 10
The course is divided into 70% practical and 30% theory. Students study dance through choreography, performance and appreciation which are taught through a range of dance styles, with a strong emphasis on contemporary dance. Students will be expected to choreograph dances both as an individual and in groups and then perform work to the rest of the class. Appreciation is taught through class work and professional works. Students are expected to be passionate about dance and be prepared to spend time rehearsing and completing written homework as part of this course.
Dance Year 11
The course is divided into 70% practical and 30% theory. Students study dance through choreography, performance and appreciation which are taught through a range of dance styles, with a strong emphasis on contemporary dance. Students will be expected to choreograph dances both as an individual and in groups and then perform work to the rest of the class. Appreciation is taught through class work and professional works. Students are expected to be passionate about dance and be prepared to spend time rehearsing and completing written homework as part of this course.
Dance Year 12
Students follow the AQA specification which encompasses both practical and theory work. Dance is studied through the following modules: The Dancer in Action, Dance Appreciation, Choreography and Technique. Students are assessed through two units: Unit 1 – Understanding Dance in which you will be required to answer compulsory short answer questions and structured essay questions. Unit 2 – Choreography and Performance – Section A – Solo choreography and Performance (60 Marks). In which you will be required to choreograph and perform a solo dance. Section B – Performance in a duo/trio (30 Marks). In which you are required to perform a duo/trio dance.
Dance Year 13
Students follow the AQA specification which encompasses both practical and theory work. Students continue to develop their knowledge and understanding of dance through the units at AS Level. The course is assessed through three exams at the end of the course; the Written Paper; Set Study and Group Choreography
Music
Year 7
 Students experience a wide range of musical genres, styles and traditions and learn about theoretical aspects of music including reading traditional & graphical musical notation, 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 encouraged through experiencing a wide selection of musical styles; traditions and genres, to form opinions, discuss their impressions and are set music in its wider social and historical contexts. We also look at how Music Technology has impacted on the creation and dissemination of music in today's world.
Music Year 8
Students are 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 allow students 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 develop their ICT skills in using the Internet and CD ROMs as research tools.
Music Year 9
In Year 9 students are engaged in performing, composing and listening in a variety of musical styles and genres. Topics explored include music for film, TV and the media, ground bass techniques in the Music Theatre, revising chords, an exploration of the pop industry with the opportunity to compose in a pop style, the musical effect of irregular time signatures and an exploration of the music of Brazil, with special focus on the samba. Students have had the opportunity to research topics as well as Cubase music software to manipulate chords and textures in work on the ground base unit, Dance Ejay and Magix Music to explore and create various genres of Popular music.
Music Year 10
In Year 10 the focus for all work undertaken in Music is the four Areas of Study set out in the Edexcel Specification. Students are engaged in integrated composing, listening and performing tasks focusing this year in the following musical genres styles & traditions: Ternary Form, Rondo, Ground Bass, Variations, Serialism, Minimalism, Experimental Music, Indian Raga & African Music. Composition tasks have moved away from group project to individual assignments that could be used as a basis for coursework submissions. Students are also encouraged to perform regularly as soloists or as members of ensembles both inside and outside of the classroom.
Music Year 11
During Year 11 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 the classroom, and to record pieces with candidates, when notice is given and appointments are made.
Music Year 12
Throughout Year 12 students are 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. 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.
Music Technology Year 12:
This is a very practical course, where students will have the opportunity to learn how to sequence MIDI and audio, record live instruments, produce CDs and arrange and compose using Music Technology. They will also have the opportunity to build their knowledge and understanding of the technical processes and principles that underpin the effective use of Music technology, and be able to demonstrate this knowledge in writing. They will be expected to demonstrate a secure working knowledge of traditional music notations.
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. 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.
Music Technology Year 13:
Students continue to develop their practical skills in the recording studio, and take on the role of producer in managing the artistic vision for a recording project. They will learn how to combine and manipulate MIDI and audio within Cubase, and develop an understanding of how composers have used Music and the moving image artistically by studying Film Music. They will be expected to produce a Free composition in a Pop or Jazz style, as well as responding to a commissioned brief from the Edexcel. This course demands high levels of musical and technical skill, as well as the ability to manage their time efficiently and effectively.
Art Year 7
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 Drawing and Painting, Printing 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 students make good progress.
Art Year 8
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 Drawing and Painting, Printing 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 students 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 Drawing and Painting, Printmaking, 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 students make good progress.
Art Year 10
GCSE Edexcel Art & Design divides into two assessment areas: 60% coursework and 40% externally set assignment. Coursework consists of two units and students aim to complete their first in Year 10. Each unit of coursework involves students developing a coursework theme which involves research, observational work, art historical studies and development of ideas as they experience various new techniques and approaches to produce major pieces of work. Students are taught skill and processes from a wide range of art areas – painting, drawing, printing and sculpture, and are able to select the materials they wish to use to create major pieces of work. A visit to Oxford or London is arranged to provide an opportunity for first hand art historical research. During this unit students are given weekly tutorials where quality and 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 divides into two assessment areas: 60% coursework and 40% externally set assignment. Coursework consists of two units and students aim to complete unit 2 in Year 11 and refine and resolve unit 1. Students complete unit 2 by the beginning of the spring term. At this point they will then refine unit 1, acting on teacher assessment advice. 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; students are expected to make the most of this individual attention. Constructive use of studio time and regular homework ensure course coverage. The final submission for both coursework units is during the first lesson of the week after the spring half-term. Preparation for the exam also starts at this point and lasts for eight weeks. Ten hours are focussed on a major piece under exam conditions early in the summer term. Success is celebrated in a summer exhibition where parents and friends are invited.
Art Year 12
We follow the ‘A' Level Edexcel Art & Design specification. This course consists of two units: Unit 1 is based on coursework (60%) and Unit 2 is the externally set assignment (40%). In the autumn and spring terms students undertake the 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 Unit 1, staff discuss a detailed assessment sheet showing the present standard and how to improve, with students. Preparation for the examination starts just after half term of the spring term. Eight hours are focused on producing a major piece under exam conditions early in the summer term. Final submission of the coursework units is during the middle of the first half of the summer term. Both units are marked internally before moderation by a visiting examiner. The A2 course begins during the last five weeks of the summer term; attendance is vital.
Art Year 13
We follow the ‘A' Level Edexcel Art & Design specification. This course consists of two units: Unit 3 is based on coursework (60%) and Unit 4 is the externally set assignment (40%). In the autumn term of the A2 course students complete their personal study and coursework development work for Unit 3. In January students start eight weeks of preparation for their externally set assignment which will take place in the middle of March. During a 12 hour exam period students will produce a major piece in response to their preparation work. After the exam students will make their major piece for their coursework Unit 3. Final submission for the coursework unit is the middle of May. In weekly tutorials, quality and 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 Unit 3, staff discuss a detailed assessment sheet showing the present standard and how to improve, with students. We celebrate our students' success in an exhibition which normally takes place in June/July. Parents & friends are invited to the Private View.
|
Click Here for an application for a place at St.Bart's in the Sixth Form PDF (53KB) |
|
