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Art, Design & Technology

Subject Intent

At Stockwood Park Academy we believe that each student deserves quality first teaching. In the FADT department we want our students to leave our Academy with a range of transferable skills as well as being skilled problem solvers and risk-takers. We emphasise students’ personal and career aspirations by moulding them into enterprising and capable citizens.

Curriculum Objectives

Design & Technology
  1. To identify client needs and create effective and innovative designs and solutions within time and cost constraints.

  2. To Investigate and analyse a range of existing products and develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations and including the use of emerging technologies.

  3. To develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools.

  4. To select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture.

  5. To build and apply a repertoire of core knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.

  6. To select and use a wider range of materials and construction components or techniques including wood joints, collars and sleeves, graphical communication and electronics.

  7. To apply appropriate manufacturing skills to create a completed prototype and products through skills such as dyeing, printing, plastic forming, 3D printing and pastry making.

  8. Develop students use of subject specific language.

  9. Promotes a responsible attitude to the use of tools, machines and equipment, in a safe environment for learning.

  10. Develops pupil's resilience by allowing them to take risks in a safe and secure environment, where the celebration of failure encourages and removes the fear of not being correct the first time.

Art & Design
  1. To understand how ideas, themes, forms, feelings and concerns can be conveyed and interpreted in images and artefacts

  2. To research contextual sources in order to strengthen the visual impact of their own work, showing demonstrate knowledge and understanding of content.

  3. To record observations from Primary and Secondary Sources.

  4. To recognise and utilise the formal elements of art, craft and design.

  5. To develop proficiency in a range of disciplines including drawing, painting, printmaking, ceramics and sculpture.

  6. To develop the confidence to experiment creatively with a wide range of media, materials, techniques and processes – making mistakes.

  7. To reflect critically on their own work, reviewing and refining ideas as work progresses.

  8. To develop personal responses that are aesthetic, intellectual or conceptual, through sustained application of the creative process.

  9. To develop an appreciation of historical, contemporary and cultural developments in Art and Design, identifying relevant styles and genres.

  10. 10. To be able to express their opinions about their own and others' artwork using visual language appropriately.

Food Preparation & nutrition
  1. To know and apply safety rules and principles when preparing, cooking and serving different meals.

  2. To cook and apply the principles of nutrition and healthy eating to everyday life.

  3. To plan and modify recipes, meals and diets to reflect the nutritional guidelines for a healthy diet.

  4. To plan meals for people at different life stages and those experiencing diet-related illnesses, considering the relationship between diet, nutrition and health and the major diet-related health risks.

  5. To develop and apply skills to become competent in a range of cooking techniques.

  6. To understand the source, seasonality and characteristics of a broad range of ingredients. Know where and how ingredients are grown, reared and caught.

  7. To adapting recipes through analysis and awareness of taste, texture and smell to determine how to season dishes and combine ingredients;

  8. To know and understand factors which may influence food choice related to religion, culture, ethical and moral beliefs as well as medical conditions.

  9. To know the impact of food and food security on local and global markets and communities.

  10. To understand the chemical and functional properties of food and how cooking affects food. Choose appropriate cooking methods.

Key Stage 3

YEAR 7, 8 & 9


As part of the National Curriculum for Key Stage 3, students will be learning about Cooking and Nutrition as part of the DT strand of subjects. As part of their work with food, pupils will be taught how to cook and apply the principles of nutrition and healthy eating. A love of cooking and creativity will be instilled in students. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

In Key stage 3, students will be taught to understand and apply the principles of nutrition and health and cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet, to become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]; to understand the source, seasonality and characteristics of a broad range of ingredients.


Students explore the Formal Elements of art through a combination of research activities and practical application. Over the course of KS3, students will learn the foundations of how to analyse a piece of Art, paying particular attention to the key words and specific Art terminology which is later built upon from Year 7 through to Year 11. In addition, students will engage with a wide range of disciplines such as Drawing, Painting, Pastel work and Clay. Students have the opportunity to explore a range of different topics, artists, and movements throughout KS3, such as Street Art, Pop Art, Cubism, and Islamic Art. This teaches students about diversity in Art and allows them to broaden their practical application of different skills and processes by looking at a range of different styles of Art. These skills are essential for building foundations in preparation for KS4.



Textiles is an inspiring, rigorous and practical subject using creativity and imagination to design and make a range of products. Students will learn a range of stiches and techniques which they will incorporate into a final product. In KS3, students will also acquire a range of technical knowledge which will allow them to make informed decisions regarding processes and materials.

Textiles enables students to develop an understanding of the use of fabric in the everyday world.

Woods, Metals & Plastics

 All students start at the beginning of the design process, through the design and making of a simple plastic project.  Picking up knowledge, skills and learning how to use hand and machine tools, whilst earning their tools licence in a safe and secure environment.  This knowledge and the skills learnt in year 7 are further enhanced in year 8 with a focus on different projects, teaching them new processes and techniques, as well as working with new materials such as manufactured boards and natural timbers. The design process is not forgotten, with the students learning skills in analysis, decision making, and technical drawing.


Graphics enhances how you communicate your design with other people, it enhances skills developed in other subjects through how students learn to display their work. The subject requires creativity and imagination for pupils to solve real life problems.

In Graphics, pupils learn how to apply colour and shape to products which highlight the products overall appeal.

Pupils learn a range of skills from packaging, logo design, CAD CAM to automotive and interior design.


Pupils who study Systems grasp a range of new skills all in one place. Pupils who take part in the subject need to be creative, imaginative, have an ability to problem solve and a keen eye for attention to detail.

During the Key stage 3, pupils will partake in projects that will teach them how to use numerous tools and equipment, from laser cutters to 3D printers. On a more hands on basis pupils will learn about basic electronic components, and how to assemble circuit boards.

Pupils will also get access to software such as 2D design and Creo parametric which are industry standard CAD software.

Key Stage 4

YEAR 10 & 11


Food is Life. The world is getting more populated. The study of food help pupils to understand where their food comes from and how food is made to feed the ever-increasing population. Pupils will build upon prior learning from National Curriculum subject content of cooking and nutrition that they have learnt in key stage 3. It is a practical and creative course which focuses on giving students the necessary skills and subject knowledge to provide the foundation for the NEA and final examination in year 11. Pupils will be taking their Food preparation and Nutrition GCSE Exam. The Exam Board is AQA.

Pupils are able to make healthy sustainable food for the next generation. In Food Preparation and Nutrition, students develop their creativity and analytical skills while experimenting with recipes. They plan, prepare and make food to feed themselves and their families. They are able to celebrate their Cultural roots and other Cultures.

Food Preparation and Nutrition supports many other subjects linking knowledge with Science, PE, Literacy, Mathematics, Humanities and the Arts. 

The main topics in Food preparation and Nutrition are:

  1. Food provenance (cultural food, where foods are sourced, environmental issues).
  2. Food safety.
  3. Food Nutrition and Health.
  4. Functional and chemical properties of food.
  5. Food Choice.

There are 3 areas where students are assessed:

  • Food investigation (15%)
  • Food preparation Task (35%)
  • Final examination (50%)

There are a number of skills which students learn these include:

  1. General practical skills including: weighing, measuring, preparing ingredients and equipment, correct cooking times, testing for readiness and sensory testing. 
  2. Knife skills including: fruit, vegetables, meat, fish or alternatives.  
  3. Preparing fruit and vegetables. 
  4. Using the cooker including: the hob, grill and oven. 
  5. Use of equipment including: blenders, food processors, mixers, pasta machines and microwave ovens.
  6. Cooking methods including: steaming, boiling, simmering, blanching, poaching and frying. 
  7. Techniques to prepare, cook and combine different ingredients. 
  8. Sauce making including: starch-based, reduction and emulsions.
  9. Tenderising and marinating different ingredients. 
  10. Making dough including: bread, pastry and pasta. 
  11. Use of raising agents including: eggs, chemical, steam and biological.
  12. Setting of mixtures through use of heat and egg protein.

Food students are able to enter a variety of careers such as Teaching, Food Scientist, Food Research, Dietetics, Nutritionist, Chef, Tasters or even Entrepreneur.


We offer GCSE Art and Design: Fine Art and Photography for KS4 students.
The structure of both qualifications is very similar, the only difference is the discipline of each subject.

In Art, students learn about experimental drawing; continuous line, gesture etc. to develop their drawing skills and to help improve confidence. Next, they learn some key skills such as use of the grid method and scaling up an image, which proves to be useful when completing exam units later in the course. Students complete Component 1 (coursework) in Year 10 and extends into Component 2 in Year 11 (externally set assignment). Throughout the course, students observe the work of renowned artists, learn more advanced skills in analysis, and produce bold and engaging artwork in response.

The structure is the same in Photography, though students explore the application of Digital Photography, such as Manual Settings, Lighting Skills, and Photoshop Editing. Throughout the Photography course, students will explore the work of several renowned photographers and produce their own work in response. This teaches students about different styles, techniques and possibilities of Photography.


In D&T at GCSE, students currently use Edexcel GCSE Design and Technology (9-1) as the main exam board. Pupils choose a specialism they wish to focus on. The options for this are Papers & Boards, Woods, Metals and Plastics (Resistant materials old name) and lastly Textiles.

Throughout the two years of KS4, pupils will cover some skill-building projects, a practice NEA and all the relevant core knowledge required for the written exam. The course is weighed 50% for course work assessed internally and 50% for written exam assessed externally. This overall course is demanding and requires students the ability to overcome problems with solution. Students build on the skills they gained in KS3 focusing further on Investigate, Design, Make and Evaluate.

Sixth Form

YEAR 12 & 13


We offer students an A Level in Art and Design: Photography at KS5.

During this time, students learn new technical skills in how to operate DSLR cameras which are used throughout the qualification to capture high quality images in a range of different topics.

Students begin Component 1 of their qualification in Year 12 which extends to Component 2 in Year 13 and learn about how to meet the Assessment Objectives. Some of the themes that students explore include: Growth and Decay, Portraiture, Light and Dark and Experimental Photography. Throughout the qualification, students research the work of renowned photographers to learn more about different genres, techniques, and styles. Finally, students will produce a wide range of photographs in response to their research, through different lighting and editing skills.