Key Stage 3

At Key Stage 3,  Year 7,8,9 students follow a rotation in Design that is includes Food Technology Art and Design and Technology. Students undertake project based work in each subject area.  Each project provides enough time for students to master the knowledge and skills required to complete practical tasks and demonstrate their knowledge of the wider context of the project

Key Stage 4

Students can opt for one of the many Design  Department based subjects. These options are available to all students.  Students are taught through projects (knowledge and coursework based) using a variety of resources. The department also has a range of machinery and equipment to support the vast level of practical skills that students develop  over KS4. Enrichment activities enhance the curriculum; for example, STEM seminars at Festival of Speed, Art based visits to Kew Garden and Tate modern and visits to local food production companies.

Key Stage 5

At Key Stage 5 students can choose to study Product Design, Fine Art or Photography.

As in other key stages  subject area the curriculum is delivered through a range of projects. Students have increasing autonomy over the choice and direction of these projects but this is balanced by skilled teaching staff who ensure that knowledge and understanding and variety of skills are not compromised.

Further information Curriculum Detail Key stages 3,4 and 5

How we address values and virtues through the Design Curriculum

Catholic Social Teaching

The design curriculum in all its aspects plays an important part at Oaklands in the development of students’ understanding and enjoyment of the real world in which they live. It also contributes to their personal and social education, particularly in relation to economic and industrial understanding. It is this that provides us with a vehicle to explore how elements of our work can contribute to Catholic Social Teaching.

For Example:

Dignity of the Human Person and The Dignity of Work:
In  KS5 Product Design  students consider the impact of Sweatshop on the production of consumer products and workers rights.

Common good:
In all Key Stages students are asked to consider the  selection of sustainable material and economic use of material so that their is a fair distribution of the words resources. For example, if a product was manufactured commercially using rare resources what impact would this have on the country producing the resource?

Option for the Poor:
In Food in KS3 students  consider Fair trade, how food is sourced and the impact of  cheep products on the developing world.
Students have an opportunity to design products for the poor and marginalised, for example designing for those with disability. Students are also asked to evaluate products from the perspective of the poor, be that financial or disability.

Care for Gods Creation:
When selecting materials for design students are asked to consider sustainability or material supply, wastage, how they could be recycled, reused or repaired. At KS5 students consider the impact of but in obsolescence within design.

Supporting the disadvantaged

The department uses a range of resources and skills to support disadvantaged learners. A range of students have learning passports that include implementation strategies to support learning. One of the strategies that assists many SEND children is the use of learning maps. Some students who have physical needs will receive specific one-to-one support. The Dept has a range of modified equipment available for students who have additional needs. Practical elements of the work are supported by using practical booklets/learning maps which show step by step making instructions and provides critical knowledge. These booklets allow all students to work more independently.

Assessment and feedback

The department uses various strategies to provide students with assessment and feedback. Students have exercise books/project booklets and sketch books where teacher feedback can be recorded.  Due to the practical nature of the subjects students receive lots of ‘live’ verbal feedback as they work which is not always recorded. Low stake testing is common to assess where gaps in knowledge exist. The department has a clear understanding of the age related expectations. Assessment is used to model and adapt the curriculum so that students master sufficient knowledge and skills to make progress to the next stage. The department is clear about the knowledge and skill students should reach at certain points through the curriculum. Examples of work are provided to help students achieve targets.

High Prior Attainers are supported in Design by the range of Adaptive Teaching strategies used in the Department.  Students of all abilities are encouraged to include in more complex features or tackle more complex tasks.

Extra Curricular and Cultural Capital

We build the Cultural Capital of our students by ensuring they have an understanding of contemporary design practice and design heritage. We encourage wider reading and the exploration of academic theory of design, this increases in complexity as students progress through the curriculum. We challenge students to think, act and speak like those working in creatively, be that in Art, resistant materials or food products.  We do this by equipping students with 21st century skills to empower impact and change; we challenge them to think about industrial developments and technological advancements, creative and aesthetic beauty, environmental and economic factors, the role of sustainability and ethics in user-centred design, demographic change and sociocultural influences around the world in order to visualise future possibilities. Opportunities are realised in the  formal and extra curricular domains.  Student are presented with  extra curricular opportunities  during Challenge Week and the department organises a number of trips including an international food experience.

Development of Literacy through Design

Reading and writing is continually being developed across the subject. Students read from textbooks, academic articles, or screen based text. For students who require additional support or intervention, we provide a range of provision including some TA support on a 1:1 level and weekly coursework catch up clubs.

The development of Children’s literacy skills is complex. In Design  children are given regular opportunity to develop their literacy skills this includes through the flying start initiative. Specific strategies in Design include:

Prioritising disciplinary literacy

The Design Department encourages development of this by:

• Using talk and debate to clarify ideas.
• Debating and talking about relevant contemporary work in the specific Design subjects.
• Writing about what they have done during evaluation.
• Developing longer written answers to exam questions and analysis of work.
• Reading materials relevant to the courses within design subjects.

Giving students the ability to read complex academic texts. 

• Reading specific subject complex academic text as part of normal lessons for example using textbooks and other written resources to gather information to inform designing or idea generation
• Providing articles relevant to the area of study.
• Breaking down complex paragraphs
• Summarizing
• Chunking complex material into discrete parts with describable functions.
• Help students understand the purpose and audience for academic works

Targeted vocabulary instruction 

Strategies used by the Design Department include:

• Target reading
• Asking students to explain words in a complex task
• Revisit complex vocabulary
• Deconstruct subject specific vocabulary before it is used