Intent statement
Lead Teacher
Curriculum Principles
Impact Key Principles
Year 7
Year 8
Year 9

Intent statement

We aim to engage young people to design, make, evaluate, and test products that solve real and relevant problems in creative and innovative ways. Each young person will develop a wide range of skills including technical knowledge that they will be able to apply to their own lives.  All young people will be able to make a range of nutritional foods. 

Lead Teacher

Vice Principal

Ms Episcopo

Curriculum Principles

Implementation Key Principles:

  • Learning encourages young people to develop evaluative and critical thinking.
  • Strategies are built into lessons to develop creative, practical and technical expertise.
  • Content is rich, relevant and reflective of the diverse world in which we live.
  • Learning is sequenced to enable young people to develop knowledge and skills.
  • Literacy is explicitly delivered across the curriculum. 
  • Learning is adapted to support the specific needs of individuals.

 Resilience is promoted for students by frequent (low stakes) assessment to inform teaching

 

In classrooms, this may look like:

KS3

  • Young people reviewing their design ideas based on verbal feedback from their peers and experts.
  • Young people create and evaluate products to a design brief.
  • Carefully planned shared schema, developed by experts and tailored by teachers to meet the needs of teaching groups
  • Signature strategies used for Checking Understanding, such as Show Call, Show Me, Intentional Monitoring
  • Shared literacy and reading strategies in place, such as Inside Outside Beyond and whole class reading work
  • Precise pedagogical decisions made for students with additional needs (EHCP, SEND K, PSP, Behavioral, PA) including additional adults, alternative resources or outcomes, seating arrangements, precise deployment of signature strategies
  • Teaching which alters according to student understanding demonstrated both from assessment points and within lessons

In work produced, this may look like:

  • Designs created and changed using a range of research techniques and feedback from peers and experts
  • Outcomes produced using a range of materials from food, textiles and a range of software.
  • Regular feedback, which addresses knowledge or skills gaps
  • Opportunities for self and peer assessment, engaging with success criteria

 

For students, this experience may include:

  • Producing nutritional, affordable meals which they can replicate at home
  • Using technical knowledge of materials and processes to create a range of products – photographic, textiles, digital
  • Evaluating their own and other products to meet real life needs
  • A clear sense of the curriculum journey leading to CEIAG – how can you pursue this field of study? What might it lead you to?

Impact Key Principles

In evaluating the impact of our curriculum, we will consider:

  • Young people’s feedback on their experience of community days, food and nutrition sessions and directly from subject areas of Art and Design, PE, Computing and Science
  • Destinations data at common points of transition from the school (Key Stage 4 and Key Stage 5)
  • Internal and external Quality Assurance processes (Ark review processes, governor accountability processes, internal audit processes, Ofsted)

The development of professionals into experts in their field through their work in supporting colleagues, supporting other schools, developing curriculum resources, becoming examiners etc.

Year 7

 

7

Design – Complexity responding to more detailed specifications, using a greater variety of approaches, and communicating ideas to a wider audience including industry professionals

Community Day – Aylesbury 1 - – Community Centre  - Summer Term

 

Community Day – Robotics (Spring Term)

 

 

Make – Complexity through a complex range of materials and specialist tools including computer aided design

Community Day – Aylesbury 1 - – Community Centre Summer Term

 

Community Day – Robotics (Spring Term)

 

 

Evaluate – Complexity through testing against exact specifications including the impact on individuals, society and the environment. Taking account of the role and responsibility of designers.

Community Day – Aylesbury 1 – Community Centre  Summer Term

 

Community Day – Robotics (Spring Term)

 

 

 

Cooking and Nutrition - Complexity through the skill acquisition in cooking and application to their own creations for a specific design brief.

Food and Nutrition Lessons

 

Fitness and Core PE KS3

Technical Knowledge – Complexity through the skill acquisition in science and computing

Community Day – Aylesbury 1 – Community Centre

 

Community Day – Robotics (Spring Term)

 

Science SOL

 

All Year 7 subjects Next Year 7 Subject - Drama

Year 8

 

8

Design – Complexity responding to more detailed specifications, using a greater variety of approaches, and communicating ideas to a wider audience including industry professionals

Community Day Aylesbury 2 – Restaurant (Spring Term)

 

Art – Year 8 Classical/Greek Architecture AU1+2

 

Art- Year 8 Perspective Project SP1+2

Make – Complexity through a complex range of materials and specialist tools including computer aided design

Community Day Aylesbury 2 – Restaurant (Spring Term)

 

 

Evaluate – Complexity through testing against exact specifications including the impact on individuals, society and the environment. Taking account of the role and responsibility of designers.

Community Day Aylesbury 2 – Restaurant (Spring Term)

 

 

 

Cooking and Nutrition - Complexity through the skill acquisition in cooking and application to their own creations for a specific design brief.

Food and Nutrition Lessons

 

Fitness and Core PE KS3

Technical Knowledge – Complexity through the skill acquisition in science and computing

Community Day Aylesbury 2 – Restaurant (Spring Term)

 

 

Science SOL

 

Art – Year 8 Classical/Greek Architecture Autumn Term

 

Art- Year 8 Perspective Project Spring Term

 

All Year 8 subjects Next Year 8 Subject - Drama

Year 9

 

9

Design – Complexity responding to more detailed specifications, using a greater variety of approaches, and communicating ideas to a wider audience including industry professionals

Community Day – Light and Heat/  Computer Aided Design – House Building (Spring and Summer Term)

 

 Textiles – Year 9 Nature Project

 

 Photography – Year 9 Kew Gardens

 

Make – Complexity through a complex range of materials and specialist tools including computer aided design

Community Day – Light and Heat/  Computer Aided Design – House Building

(Spring and Summer Term)

 

Textiles – Year 9 Nature Project

 

 Photography – Year 9 Kew Gardens

 

 

 

Evaluate – Complexity through testing against exact specifications including the impact on individuals, society and the environment. Taking account of the role and responsibility of designers.

Community Day – Light and Heat/  Computer Aided Design – House Building

(Spring and Summer Term)

 

Textiles – Year 9 Nature Project

 

 Photography – Year 9 Kew Gardens

 

 

                             

Cooking and Nutrition - Complexity through the skill acquisition in cooking and application to their own creations for a specific design brief.

Food and Nutrition Lessons

 

Fitness and Core PE KS3 /Fitness Module Year 9

Technical Knowledge – Complexity through the skill acquisition in science and computing

Community Day – Light and Heat/  Computer Aided Design – House Building

(Spring and Summer Term)

Textiles – Year 9 Nature Project Roundabout System

 

Science SOL

All Year 9 subjects Next Year 9 Subject - Drama