Art, Design & Technology

Intent

The Art, Design and Technology Department at Standish Community High School is committed to delivering a balanced and challenging curriculum that fosters curiosity, independence, and a passion for creativity. Our aim is to inspire, engage, and challenge students through a knowledge and skills rich, dynamic learning journey. We provide a breadth of opportunities across practical specialisms, underpinned by critical and contextual understanding that connects learning to the real world.

Through project-based learning, students are encouraged to think and work like designers, artists, and makers, responding to design briefs and the work of artists, designers, and artisans across cultures and contexts. All ADT projects follow the iterative process, embedding the core concepts of design, make, and evaluate as a consistent thread. Learners are taught to reflect, refine, and develop ideas, fostering a mind-set rooted in creativity, resilience, and problem-solving.

Across Art, Digital Photography, Food Technology, Graphics, 3D Design, and Textiles, specialist knowledge and skills are carefully sequenced to build on prior learning and deepen over time. Our aim is for the iterative design journey to empower students to take risks, make informed decisions, and build confidence in expressing their ideas.

Core Concepts

• Design
• Make
• Evaluate

The core concepts of Design, Make, and Evaluate form the foundation of all learning in ADT and underpin the full five-year learning journey from Year 7 to Year 11. While these concepts are derived from the Key Stage 3 National Curriculum for Art, Design and Technology, they remain relevant and embedded across all key stages and specialisms.

Students will continually develop, refine, and secure their knowledge, skills, and understanding of these core concepts throughout Years 7, 8, and 9. The aim is that all students can recognise, articulate, and apply Design, Make, and Evaluate within each ADT subject—whether Art, Graphics, 3D Design, Textiles, Food, or Photography—as they move into Key Stage 4.

Assessment of student progress is mapped against each of the core concepts within every ADT project, ensuring consistent tracking of learning and sustained progression across the curriculum.

National curriculum coverage

Coverage is built from strands set out in the KS3 national curricula for Art and Design, Design and Technology, and Cooking and Nutrition. The curriculum in each subject is complemented by key aims at KS4 to enable students to experience a smooth and secure transition into chosen qualifications beyond KS3.  The fundamental skills and knowledge from the National Curricula are set as challenges both practically and theoretically, and include:

• Health, Safety and Awareness
• Research, Exploration and Investigation
• Sustainability and Functionality
• Design, Experimentation and Prototyping
• Problem Solving and Self Reflection
• Analysation, Accuracy and Realisation

Sequence and structure of the ADT curriculum

In Technology during Year 7 and Year 8 students rotate around the four Technology subjects, gaining experience in Graphic Design, 3D Design, Textiles and Food Technology. Students will complete 2 hours of Technology per week. In Art students experience one 1-hour lesson per week all year in both Year 7 and Year 8. At the end of Year 8 students choose their Creative Option subject to carry through to GCSE.

In Year 9 students will complete 2 hours of their chosen ADT subject per week, and in Year 10 and Year 11 students complete 5 hours of lessons in a fortnight.

Cultural Capital, British Values, Personal Development and Careers Guidance

It is our aim within Art, Design and Technology to provide students with a lifelong love of learning and curiosity that seeks to challenge and understand surroundings, relationships and societies both locally and internationally. The well-rounded ADT learner will express opinions with respect and empathy, showcasing skills that effectively communicate ideas and challenge misconceptions, stereotypes and controversial circumstances.

It is a priority that students leave Standish High School with the belief that they can achieve and face challenging issues that adulthood will bring. Creating independence will allow students to engage challenge without fear as they move forward with respect for themselves and others.

Art Intent

Our Art curriculum nurtures creative thinking, self-expression, and visual understanding. Students develop the skills and confidence to explore a wide range of materials, techniques, and ideas, while gaining an appreciation of the world around them through artistic study.

In Key Stage 3, students explore 2D and 3D media including drawing, painting, clay, and mixed media. They learn how to record from observation and imagination, study the work of historical and contemporary artists, and respond with personal creativity. Skills such as tonal drawing, colour theory, composition, and sculpture techniques are built year on year, laying a strong foundation for GCSE.

In Year 9, students begin to explore more focused themes, working with greater independence to develop and refine their ideas. They take creative risks, deepen their understanding of materials, and learn how to plan and present personal outcomes with increasing confidence.

At GCSE, students follow the AQA Art and Design course. They undertake sustained and shorter projects based on given or personal themes, producing work that reflects thoughtful development and a strong personal voice. They experiment widely with media, explore a range of artists and cultural sources, and build a portfolio that demonstrates skill, creativity, and originality. In Year 11, students complete a final externally set assignment with a 10-hour practical exam.

Throughout their journey, students are encouraged to:

• Think creatively and work independently
• Learn from the work of artists, cultures, and art history
• Experiment with a range of materials and techniques
• Express ideas with confidence through visual outcomes
• Reflect critically on their work and the work of others

Our curriculum aims to develop students who are curious, skilled, and confident in their creativity, ready for further study or to enjoy art as a lifelong interest.

Food Technology Intent

Our Food curriculum is designed to equip students with the essential knowledge, skills, and confidence to make informed food choices and cook safely, independently, and creatively.

At Key Stage 3, students gain a strong foundation in food preparation, nutrition, and safety. They explore where food comes from, understand healthy eating, and learn key kitchen techniques including knife skills, safe use of equipment, and basic cooking methods. They build confidence by preparing a range of dishes and reflecting on their outcomes.

In Year 9, students build on this foundation by developing more advanced practical skills and deepening their theoretical understanding. They become more independent in the kitchen, learning about food hygiene, nutrition, and planning for different dietary needs while applying techniques such as bread-making, sauce work, and precise preparation skills.

At Key Stage 4, students follow the WJEC Level 1/2 Hospitality and Catering course. They work towards two key units: one focused on the hospitality industry and the other on food preparation and service. Alongside learning about food safety, nutrition, and the catering industry, students develop higher-level practical skills such as pastry work, portioning meat and fish, and plating dishes with attention to presentation and timing.

Throughout the course, students are encouraged to:

• Work safely and independently in the kitchen
• Understand nutrition and make informed food choices
• Explore the role of food in health, culture, and industry
• Apply knowledge in both practical tasks and written work
• Develop skills for further study or careers in catering and hospitality

Our curriculum nurtures capable, knowledgeable young cooks and prepares them for success in both everyday life and the wider world of food and hospitality.

Graphics Intent

Our Graphic Design curriculum encourages students to become creative, confident, and visually literate individuals who can communicate ideas through purposeful and imaginative design.

From Year 7 onwards, students explore a wide range of digital and hand-rendered techniques, learning how to respond to design briefs using tools like Photoshop alongside drawing, photography, and research. They develop their ideas through planning, experimentation, and reflection, gaining key skills in layout, typography, image editing, and composition.

As students’ progress, they deepen their understanding of how design communicates meaning and learn to present their ideas through increasingly personal and professional outcomes. At GCSE, they follow the AQA Graphic Communication course, building a strong portfolio of work that reflects their creativity, skill, and independent thinking.

Throughout the course, students learn from influential designers, use real-world themes for inspiration, and are supported to develop their own unique design voice. Our curriculum prepares them for further creative study and careers in the design industry.

3D Design Intent

Our 3D Design curriculum encourages creativity, problem-solving, and hands-on making through a range of exciting and meaningful design challenges. Students develop the knowledge, technical skills, and design thinking needed to bring their ideas to life using traditional craft methods and modern digital technologies.

In Key Stage 3, students gain foundational skills in design, drawing, CAD/CAM, and workshop techniques. They use materials such as plastics and wood, and processes like vacuum forming, laser-cutting, soldering, and basic joinery to create functional and decorative products. Students learn to design for specific users, explore visual influences, and evaluate their ideas and outcomes.

In Year 9, students take on more open-ended design briefs and develop greater independence in planning, modelling, and making. They are introduced to designers and design movements, improve technical drawing skills, and apply surface decoration techniques such as sublimation printing and laser-etching to enhance their outcomes.

At GCSE, students follow the AQA 3D Design course. They complete a sustained portfolio project and an externally set assignment. Students respond to real-world contexts through research, concept development, prototyping, and product realisation. They develop skills in woodworking, digital modelling, surface finishing, and 3D construction using a variety of materials. Their work is documented through sketchbooks, photographs, written annotation, and evaluations.

Throughout the course, students are encouraged to:

• Design creatively for real users and clients
• Develop technical skill with both hand tools and digital technologies
• Understand materials, processes, and sustainable design
• Explore visual and cultural references to inform their ideas
• Reflect on and improve their work through evaluation

Our curriculum builds confident, innovative designers ready for further study or a future in creative industries such as product design, architecture, interior design, and engineering.

Textiles Intent

Our Textiles curriculum nurtures creativity, curiosity, and practical skill by encouraging students to design and make imaginative, decorative, and functional textile products.

At Key Stage 3, students learn core sewing and decorative techniques such as hand stitching, tie-dye, and applique. They explore textile artists for inspiration, learn how to research and generate creative design ideas, and use both hand and machine sewing to produce outcomes such as soft furnishings or accessories. Projects are designed to build confidence in working with fabric and thread, with a strong focus on presentation and care in making.

In Year 9, students take on more focused design themes and are introduced to a wider range of decorative and construction techniques including embroidery, reverse applique, beading, and fabric manipulation. They work more independently to explore ideas, inspired by artists and themes, and develop increasingly personal and skilled outcomes.

At Key Stage 4, students follow the AQA Art and Design: Textiles course. They complete a sustained project and an externally set assignment. Students research artists and themes, experiment with materials and techniques, and develop a final outcome which could be a wall hanging, soft sculpture, fashion piece, or decorative item. Techniques explored include free machine embroidery, batik, applique, and embellishment.

Throughout the course, students are encouraged to:

• Be inventive and expressive in their design thinking
• Build skill and confidence with textiles techniques and processes
• Take inspiration from artists, cultures, and personal interests
• Record their creative journey through design work, photography, and annotation
• Reflect on and refine their work to produce high-quality outcomes

Our curriculum supports students to become confident makers and visual thinkers, well-prepared for further creative study or a future in the art, craft, fashion, or textile industries.

Key Stage 4

In Year 9 students will further develop the disciplinary skills learnt in Year 7 and 8 with a focus on the iterative process of design, make and evaluate. They will develop their creativity and ideas in order to increase proficiency in their chosen specialism. We encourage them to deepen their critical understanding of artists, artisans and designers, expressing reasoned judgements that can inform their own work. Into the latter half of Year 9 students will begin to work towards assessment criteria from the relevant exam board and qualification. This transitional process will enhance their skills, knowledge and understanding of their chosen qualification to secure success into Year 10 and Year 11.

We want our learners to explore their chosen Art, Design or Technology discipline through core knowledge and specialist skills so that they can flourish in the world of work, despite whether it is a chosen career path or not. We hope that students can acquire industry standard knowledge and skills that are comparable to real world contexts. We would like students to understand how to conduct themselves safely and appropriately with digital, practical and traditional techniques and processes, including appreciating the origins of materials, their functionality and sustainability.

As an Art, Design and Technology department we follow the AQA Exam Board for GCSE and WJEC Exam Board for Vocational. We believe the content of the courses allow students to be independent in their exploration as they develop as young artists, artisans, designers and photographers. We feel the value of analysis and critical understanding underpins the value of practical elements of the course and naturally reinforces the course. We feel that this process is vital for our students at Standish High School, as they thrive in a practical setting, therefore gaining a deeper and richer knowledge overall. The KS4 courses we offer in the Year 8 creative options window are:

• AQA Art and Design; Art, Craft and Design
• AQA Art and Design; Graphic Communication
• AQA Art and Design; 3D Design
• AQA Art and Design; Textile Design
• WJEC Level 2 Hospitality and Catering

The following courses are available as an additional option in the whole school Year 9 options window:

• AQA Art and Design; Photography
• AQA Art and Design; Art, Craft and Design

Digital Photography Intent

Our Digital Photography curriculum develops students’ technical and creative abilities in capturing and editing photographic images. Students explore photography as an expressive and purposeful art form while building skills in camera use, image composition, lighting, and digital editing.

In Year 10, students begin by learning the fundamentals of composition, camera handling, and image editing using Adobe Photoshop. They explore themes such as natural forms, portraiture, and environments, using both studio and outdoor photography. Students study the work of influential photographers to inspire their own creative responses and deepen their understanding of visual style, lighting, and technique.

At GCSE (AQA Art and Design: Photography), students complete a sustained coursework project and an externally set assignment. These projects require them to research photographers, plan and take photographs, develop editing techniques, and present their ideas and outcomes in a digital portfolio. Students use a range of equipment and digital tools to manipulate and enhance images and are encouraged to think independently and express their own ideas visually.

Throughout the course, students are encouraged to:

• Use digital cameras confidently and creatively
• Explore lighting, setting, and composition to capture strong images
• Study and take inspiration from the work of professional photographers
• Edit and refine photographs using digital software
• Present their creative journey clearly through digital portfolios

The course builds technical expertise, visual literacy, and independent thinking, preparing students for further study or a future within the creative industries, media, or visual communication.

Curriculum Map

Learning Journey

Subject Assessment Dates