Arts & Innovation

Art (KS3) Curriculum Overview 

Intent

The intent of the KS3 art curriculum is to inspire creativity, expression, and appreciation for diverse artistic forms and cultural heritage. Through an engaging and varied curriculum, students are encouraged to explore their creativity while connecting with art history and contemporary art movements. The curriculum aims to enrich students' cultural understanding and personal development, incorporating literacy and a structured reading approach to support learning. It emphasises inclusivity, adapting to the needs of SEND and disadvantaged students, fostering independence within a supportive environment. Ultimately, the KS3 curriculum serves as a foundation for progression to KS4 and KS5 pathways, promoting confidence and freedom of expression.

Implementation
KS3 art students attend one weekly lesson focused on termly projects that introduce the core GCSE assessment objectives. Projects allow students to investigate, experiment, record, and present their creative ideas while embedding essential skills, from drawing and colour theory to mixed media techniques. Year 7 students start with a baseline project and fundamental drawing skills, progressing in Year 8 to more expressive projects and deeper exploration of materials and techniques. Throughout, students study diverse artists, strengthening their critical understanding of visual sources and encouraging articulation about art. This curriculum approach builds a strong foundation for future study, with plans for an extended Year 9 programme in 2025/26 that will deepen skills and introduce photography.

Impact
The KS3 art programme fosters a love for creativity, critical thinking, resilience, and communication—qualities valuable in both academic and life contexts. Art at KS3 promotes confidence and self-esteem, while exposing students to potential career pathways within the creative industries. Art’s role within the curriculum contributes to broader learning by connecting to STEM, encouraging skills like innovation and problem-solving that are relevant beyond school. The programme’s success is reflected in a healthy uptake at KS4, with students consistently achieving strong results and many progressing to higher levels of art education. Overall, the curriculum not only nurtures artistic talent but also cultivates lifelong appreciation for the arts and visual culture.

Technology (KS3) Curriculum Overview

Intent
The intent of the KS3 Design and Technology (DT) curriculum, which includes Food Preparation and Nutrition, is to inspire creativity and problem-solving skills through an iterative design process. Students explore how to investigate, test, and solve problems across various DT contexts, using materials such as metal, wood, polymers, and food. The curriculum enriches students’ learning by connecting them with STEM concepts, helping them develop sustainable solutions and life skills. Lessons are designed to be inclusive, with tailored support for SEND pupils, and the curriculum provides a pathway to KS4 and KS5, encouraging students to develop leadership and confidence in DT.

Implementation
At KS3, students participate in three rotations within DT (Food Nutrition, Graphics, and Resistant Materials), each lasting about 12 weeks, to ensure a comprehensive introduction to the field. Building on early exposure from KS1 and KS2, KS3 modules focus on research, design, and practical application, with new vocabulary to support literacy. In Year 7, students engage in projects such as a Boat Manufacturing project that teaches the iterative design process and prototyping, as well as a keyring project using CAD/CAM, preparing them for the Year 8 Mechanism project in Graphics. In Year 8, students deepen their understanding of orthographic drawing in projects like the “Trinket Box.”

The curriculum will evolve into a Year 9 programme by 2025/2026, emphasising material properties, specifications, and briefs to prepare students for KS4 and vocational pathways. In the Food Nutrition module, students learn food hygiene, safety, sustainability, and nutrition. By Year 9, they develop skills in food science and provenance, learning to cook and understand food principles. Across all disciplines, students apply mathematical methods, integrating creativity with a practical understanding of DT principles. Assessment is ongoing, with recall activities, practical and theoretical tasks to embed knowledge and skills for KS4.

Impact
The DT curriculum at KS3 cultivates transferable skills like resilience, creativity, and innovation. Students gain the ability to bridge academic knowledge with practical skills, fostering a rewarding environment where imagination and problem-solving are highly valued. At HDHS, DT and Food & Nutrition help students build strong communication and teamwork skills by working in groups, discussing ideas, and confidently presenting their processes. The programme supports students in becoming confident thinkers and creators, equipping them with valuable skills for their future academic, professional, and personal lives.

Art (KS4) Curriculum Overview

Intent
The intent of the KS4 art curriculum is to build on the foundation set in KS3, helping students expand their creativity, imagination, and independence through various media, materials, and techniques. By exploring different artistic styles and movements, students enhance their skills in areas like drawing, painting, and mixed media, allowing them to define their own creative journey and develop critical thinking. The curriculum supports all students, including SEND and disadvantaged learners, by providing access to personalised learning and fostering cultural awareness. Ultimately, the aim is to prepare students for post-16 art pathways and to appreciate the visual world.

Implementation
The KS4 curriculum is delivered over three years, beginning with Year 9, which focuses on skill-building and self-reflection through a variety of class interventions and workshops. This foundational year helps students discover their strengths and individual artistic styles. In Years 10 and 11, students complete two main projects, “Light and Dark” and “Scapes,” which make up 60% of their course. These projects are designed to meet GCSE assessment objectives, with flexibility for students to explore personalised pathways. The remaining 40% of their grade is based on an externally set exam, where skills gained since Year 7 are applied. Assessments, both formative and summative, are conducted throughout to track progress and identify areas for improvement. Half-term assessments provide targeted feedback, while regular homework and modelling by teachers reinforce skills. A range of media and pathways ensures that every student can follow a learning track that suits their interests and abilities.

Impact
The KS4 art curriculum consistently yields positive outcomes, as seen in strong Year 11 results and positive Progress 8 scores, with many students excelling in art compared to other subjects. Department-wide moderation and quality assurance help maintain consistency and high standards. Students develop independence, resilience, and problem-solving skills, which are invaluable in both further education and life beyond school. Many go on to pursue art in sixth form, apprenticeships, and university. The curriculum provides a personalised and engaging experience, enabling students to develop unique artistic voices and skills that encourage creativity, critical thinking, and a lifelong appreciation for art.

DT (KS4) Curriculum Overview

Intent
The KS4 Design and Technology (DT) curriculum is designed to develop students' creativity and imagination by engaging them in the design and creation of prototypes using a range of materials, including timbers, metals, plastics, and electronics. Students learn the properties of various materials, production processes, and how to read and create technical drawings, both by hand and through Computer-Aided Design (CAD). The curriculum balances theoretical knowledge (50% of GCSE) and practical skills (50% of GCSE) by incorporating aspects of science, mathematics, and engineering. Through project-based learning, students gain insights into production processes, materials' properties, joining techniques, and finishing processes, while being supported in a safe and well-equipped environment. This approach aims to provide students with a solid foundation in DT, encouraging further studies in DT at KS5, college, or through apprenticeships.

Implementation
At KS4, DT students engage in hands-on projects that incorporate the iterative design process, covering a range of skills and materials, including timber, plastics, metals, and electronics. Projects focus on key skills like joinery, bench work, fabrication, finishing, and working with circuits. Students develop practical abilities alongside theoretical knowledge, preparing them for the 50% GCSE exam. Year 10 projects introduce technical terminology, assessment objectives, and practical coursework, offering experience with DT's various specialisms and giving students insights into career pathways. Mathematical and practical methods are embedded within projects, allowing students to connect classroom learning with real-world applications in manufacturing and production.

Impact
The KS4 DT curriculum provides students with valuable problem-solving and logical reasoning skills, fostering creativity, innovation, and teamwork. These skills support students in bridging academic and practical disciplines, enriching their understanding of how design impacts the real world. Through collaborative projects, students refine communication and teamwork abilities, which will benefit them in future professional environments. DT lays the groundwork for multiple career paths, offering routes to further study through apprenticeships, A-levels, and university degrees. Overall, the programme prepares students for a variety of career opportunities in design and technology, empowering them to pursue their interests with confidence and competence.

Food Preparation and Nutrition (KS4) Curriculum Overview

Intent
The KS4 Food Preparation and Nutrition curriculum aims to inspire students to develop culinary knowledge, skills, and responsibility in making informed food choices. By understanding the nutritional content, sensory qualities, and functional properties of ingredients, students learn to plan, prepare, and cook food safely and hygienically. The course encourages respect for cultural, religious, ethical, and medical dietary needs and offers a hands-on culinary experience with a variety of ingredients and cooking methods. This curriculum integrates cross-curricular links, drawing on Science, Technology, Mathematics, Geography, History, and RE to enrich learning. Students are encouraged to solve problems and use creative processes to develop food products that positively impact daily life, preparing them for further studies or careers in catering or food industries.

The course structure follows six key areas: Food commodities, principles of nutrition, diet and health, the science of food, food provenance, and cooking techniques. The GCSE assessment comprises a written exam (50%) on food principles and two Non-Exam Assessments (NEA): a food investigation (15%) and a food preparation assessment (35%). The main assessment objectives are knowledge and understanding of nutrition and cooking, application of these principles, planning and presentation of dishes, and analysis and evaluation of food choices and cooking techniques.

Implementation
In Year 10, students explore all content areas with practical activities that support NEA expectations. They build portfolios in three areas: developing a bank of sweet and savoury recipes to showcase their food skills and techniques; conducting food investigations on the science of food, with experiments on ingredient properties and writing scientific reports for NEA 1; and applying core knowledge across topics to support coursework, homework, and exams.

The balance between food theory and practical skills is reinforced through weekly lessons, with timetables flexibly adjusted in Year 11 to meet NEA deadlines. Year 10 students receive regular feedback on NEA performance and participate in practice exams to guide their progress, setting targets for Year 11. In Year 11, NEA tasks begin with a food investigation project (NEA 1), completed by October, followed by the food preparation assessment (NEA 2). After NEAs are completed, students focus on preparing for the final written exam through a mix of teaching strategies and recall exercises.

Impact
The success of the KS4 Food Preparation and Nutrition course is regularly assessed through five data points per year to track predicted end-of-year grades (PEY) and Year 11 final grades (PEY11), which are compared against minimum expected grades (MEG). If underachievement is identified, intervention strategies are applied. The consistent assessment cycle helps students adjust and progress towards their goals. After-school study sessions and in-class activities reinforce knowledge recall, while regular homework and optional independent study expand understanding. This well-rounded approach promotes both academic success and a deep appreciation for food preparation and nutrition.

Graphic Design (KS4) Curriculum Overview

Intent
The KS4 Graphic Design curriculum aims to equip students with essential skills and knowledge in Graphic Design, preparing them for further education or employment. Students develop proficiency in industry-standard CAD software, including Adobe Photoshop, Illustrator, 2D Design, Canva, and Google SketchUp. Building on foundation skills from KS3, students learn to apply Graphic Design techniques creatively to solve problems and respond to design briefs, cultivating their ability to think independently and critically. Alongside design skills, the curriculum reinforces cross-curricular knowledge such as colour theory, measurement, literacy through coursework, and geography, with engaging projects like the Ice Cream Parlour and Board Game Project, where students must consider aspects such as target audience and product design.

Implementation
The three-year curriculum is structured around units of work, each following a scheme of learning with a design brief from the examining board. In Year 9, the “Specialist Pathways” unit introduces students to various artistic fields, including Visual Communication, 3D Crafts, and Photography, allowing them to explore and choose areas of interest. Students receive ongoing feedback, both verbal and written, to guide them toward their Year 11 goals. Each student has a “flight path” tracking their progress, helping them understand what grades they need to achieve their targets. Coursework, including the Ice Cream Parlour and Board Game projects, contributes 60% of the overall grade, while the Year 11 ESA Exam project accounts for the remaining 40%. The project timeline is structured to allow students ample time to complete their coursework and exam projects with a strong foundation.

Impact
The KS4 Graphic Design programme is monitored regularly, with three assessment points each year to track student progress toward their predicted end-of-year and end-of-course grades. Intervention strategies are applied when students fall below their expected grades, and support sessions are available before and after school to provide targeted help. Many students surpass their minimum expected grades through these provisions, and independent study is encouraged to reinforce learning. Homework is assigned to extend students' understanding and close any gaps in coursework. Behaviour for learning in Graphic Design is strong, with both staff and students showing a clear commitment to achieving high standards and success.

Media (KS4) Curriculum Overview

Intent
The KS4 Media curriculum aims to provide students with key skills and knowledge related to both media production and the media industry, promoting creativity, analytical ability, and understanding of diverse audiences. Students engage with a variety of texts, platforms, and techniques, enhancing their analytical and practical skills. The curriculum balances theory with practical work to prepare students for their coursework and written exams. In addition to media skills, students develop literacy through exam preparation, applying sophisticated vocabulary, theory, and structure in analysis. ICT and artistic skills are also integrated through practical coursework, ensuring a well-rounded educational experience.

Implementation
The three-year KS4 curriculum begins in Year 9 with an introduction to media terminology, theories, analytical skills, and practical workshops. This foundation allows students to create a mock coursework piece, receiving feedback that informs their final Non-Exam Assessment (NEA) project, which they complete in Year 10. NEA topics vary each year, offering fresh, relevant challenges. Year 10 and 11 assessments are marked with personalised targets to guide student progression, and each assessment cycle includes opportunities for students to make improvements. Lessons feature “5 in 5” recall tasks to reinforce prior learning, and Knowledge Organisers provide essential information on set exam products. Data, assessments, and reporting are regularly reviewed to inform teaching adjustments and intervention, ensuring consistent progression.

Impact
The success of the KS4 Media programme is reflected in the strong student engagement and positive Year 11 outcomes, supported by effective teaching, feedback, and consistent assessment practices. Cross-departmental moderation with SIGMA schools ensures uniform standards, enhancing quality and providing students with optimal learning opportunities. Many Media students pursue further education or careers in media, with the course fostering invaluable real-world skills such as problem-solving, resilience, and creativity. The curriculum’s diversity supports personalised learning, catering to individual interests and aptitudes, and preparing students for further education or career pathways in media and beyond.