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Art

teaching staff 

  • Laura Davies - Curriculum Leader
  • Katy Harrison-Taylor

support staff 

  • Toni Harvey
  • Victoria Burgher

Curriculum Aims 

The aim of the Art Curriculum Area at Sarah Bonnell School is to foster an ethos of excellence and achievement through creative thought and enquiry. We encourage all students to take risks and to creatively and imaginatively develop their ideas through experimentation with materials and through studying the work of both contemporary and modern artists and cultures from around the world.

Creative Industries are becoming increasingly important to the UK and to World Economies. We believe that is important that are students are prepared for this ever changing world of work through a wide ranging curriculum covering many different areas. Creativity, problem solving and flexibility are all important qualities in our modern and ever changing world, so we strive to develop these within the students we teach.  

Year 10 and 11 

In KS4 students build on and extend the skills they have developed throughout KS3, to create a portfolio of Art work. They are encouraged to explore their own personal ideas and interests, to create personal responses to themes. We believe in the growth mindset and risk taking, were students are encouraged to learn from their mistakes to develop their skills, knowledge and ability.

Visits to galleries, artist workshops and extra-curricular clubs and activities also form an important part of our curriculum. We have regular Art clubs each week for KS4, where students are supported to complete class work and home work to a good standard and are encouraged to try out and experiment with new materials and ways of working. All KS4 students will have the opportunity to go on a trip to a gallery or artist workshop to support their studies.

In Year 10 our projects include; Journeys, where students respond to work of Joseph Cornell and create their own work around the theme of real or imagined journeys. We study Organic Forms, through drawing, painting, printing, collage, felt making, jewellery and other methods to develop student’s practical and making skills.

Sarah Bonnell and Bow Arts Consortium

We are also part of the Sarah Bonnell and Bow Arts Consortium, with Bow Arts, 4 local primary schools and one local nursery. Through the consortium, schools have access to artist workshop days, visits, professional development and collaborative planning days. We recently celebrated a very successful first year of this collaboration with a day of workshops and an exhibition attended by the consortium schools, teachers and students, artists and parents and carers.

Some of the projects we have been involved with include:

  • Arts Award Bronze for Year 7 and 8 students with artist Victoria Burgher
  • Year 7 and 8, 10 week club with photographer Marysa Dowling
  • A Year 9 photography project with artist Ania Bas
  • Year 10 visit to the Joseph Cornell Exhibition and a series of workshops with artist Liane Harris
  • A drawing master class for Year 11 students with artist Ceri Davies

We look forward to another successful year and widening of the consortium.

 

Examination Board

AQA

GCSE Fine Art

Link to AQA Art and Design Syllabus: http://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206


Design and Technology

teaching staff 

  • Joanne Bowen - Curriculum Leader 
  • Shamima Koli - Product Design (Maternity Leave)
  • Natalie Simmons - Product Design Teacher
  • Katie Allso - Food Technology
  • Carla Bruno - Food Technology

Curriculum Aims

At Sarah Bonnell, the aim of Design technology is to prepare students for the rapidly advancing technological world. We aim to provide all students the opportunity to be empowered through creative problem solving. Independence and taking ownership of own learning is at the heart of the subject and embedded in projects through activities inside and outside of the classroom. Innovative projects are being designed to provide experiences for inquisitive individuals to explore different material areas.

Our friendly department strives to ensure that all students value the school ethos of;

‘Be proud. Aim high. Work hard. Be nice. No excuses’

 

Year 10

Technology

Following the AQA exam board for GCSE Technology, students work towards building skills for non-exam assessment, worth 50% of the final qualification and the examination assessment, the other 50% of the GCSE.  In doing so, students develop a deeper understanding of the core theory already covered in KS3 and develop a fuller, working knowledge of specialist technical principles and working with materials such as fabric and wood.   In their practical lessons, students work through the design process in an iterative way stemming from a context, rather than a set brief, in preparation for their contextual challenge coursework in year 11.  In theory lessons, students practise the format of the exam in preparation for the following year.

 

Year 11

Technology

Students carry out their non-exam assessment in year 11, applying the theory, designing and making principles they have learnt in both KS3 and KS4. Students will be given a design context within which they must identify a design problem. They will then lead their own research and apply iterative design processes to find a design solution for that problem. They will be required to make a prototype of that solution, demonstrating making skills they have developed over the course of their studies.  The assessment objectives for the coursework include identifying and investigating the design context, generating, developing and realising design ideas through 2D and 3D communication, analysing and evaluating the final design solution.  Once coursework is completed, students will focus on dealing with exam questions and revising and refining the exam content which they have been studying over KS3 and KS4.

 

Year 10 and 11 GCSE Food Preparation & Nutrition

GCSE food preparation and nutrition, from the WJEC exam board, covers a wide range of topics and extended project work including Special Diets, Sports Nutrition, Multiculturalism, Celebrations and Sustainability.  Over the two years, students will develop a wide range of creative designing and making skills, technical knowledge and invaluable transferable skills such as problem solving and time management.

The content of the specification also includes:

  • Nutrition, including special dietary needs, ethnic and religious groups and government guidelines;

  • Demonstrating effective and safe cooking skills by planning, preparing and cooking a variety of food commodities;

  • Primary and Secondary foods;

  • Preservation and Processing,  at home and in industry;

  • Product Manufacture including recipe development, technological developments, ICT, packaging and labelling.

Students will be carry out 2 controlled assessments in year 11. The food Science investigation - in which students will apply their knowledge of the functional and working characteristics of food and The food Preparation Assessement, where students will really get to showcase their practical skills by producing a 3 course menu based around a specific brief.

 

Exam Boards & Links for syllabus

AQA Design and Technology

http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-8552

AQA Textiles Technology

http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-textiles-technology-4570

AQA Product design

http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-product-design-4555

 

Resources:

CGP GCSE AQA Design & Technology (9-1)

PG Online AQA GCSE (9-1) Design and Technology

Hodder Education AQA GCSE (9-1) Design and Technology

CGP GCSE D&T Textiles AQA Specification

CGP GCSE D&T Product AQA Specification

 

During the course, students will gain the following transferable skills:

  • The ability to identify hazards and risks and apply safe working practices;
  • Skills in planning;
  • Skills in the use of a variety of materials;
  • Development of social and moral skills, with an emphasis on environment and sustainable issues and inclusion;
  • The ability to combine skills with knowledge and understanding to design quality products;
  • The ability to investigate enterprising opportunities;
  • Development of positive attitudes towards working as a team and co-operation;
  • Managing resources appropriately and efficiently.