Personal Development

SMSC & Cultural Capital

Year 7 Art

  • Factors affecting the environment and nature, how we can reduce negative impact. All classes are mixed so children are socialising with each other as part of different ethnic groups / religions / socio-economic groups. Students are given opportunities to discuss artwork and provide criticism to their peers. Students are also expected to write down their thoughts and feelings and communicate ideas verbally, written and artistically.
  • Through the study of Art students investigate and explore ethical and moral issues when they look at artwork produced by other artists, especially around the theme of nature. Students can explore how they feel through discussions with their peers.
  • Discussing and articulating how pieces of artwork make us feel and our opinions about this. Being able to express these opinions and understanding others’ opinions too. The experience of awe and wonder at the exemplar work showcased around the department.
  • Students are asked to explore the natural environment in their artwork, examples of how artists from other cultures view the environment and what type of environment they are part of within their own culture.
  • Mutual Respect – students will show an appreciation and respect for the environment by studying the theme of nature. This will also be reinforced in the classroom with peer-to-peer relationships and positive professional relationships between student and teacher.

Year 7 Food Technology

  • Factors affecting Food Choices Social Cooking and sharing of food develops social relationships and social skills. 
  • Ethical food production 
  • Food and nutrition lessons allows pupils the opportunity to exercise imagination, inspiration, intuition and insight through creativity and risk taking.  Producing a meal from scratch develops a sense of awe and wonder. Cooking and sharing develops a sense of community Promoting a sense of awe and wonder and introducing students to new foods and skills. The awe and wonder of designing and creating their own meals.
  • Factors affecting Food Choices Cultural
  • British Cuisine
  • Celebrating different foods – discussing different foods in different cultures 
  • The Rule of Law - Health and Safety Legislation relating to food , Food Labelling regulations,  Health and safety at work act

Year 7 Technology

  • Impact of plastics on the environment and the different materials that could be used. Use of social skills will be developed heavily in terms of helping, aiding other students and waiting for a turn to use a machine. Working together as a team. Gender issues: encouraging girls to use equipment that has been traditional male dominated.
  • Encouraging pupils to value the environment and its nature resources and to consider the environmental impact of everyday products. Encouraging pupils to become responsible consumers. The effects of advanced automation has had on the environment. Behaviour policy and reinforcing positive behaviours within the technology classroom. 
  • DT allows pupils the opportunity to exercise imagination, inspiration, intuition and insight through creativity and risk taking. Promoting a sense of awe and wonder and introducing students to new materials to explore (plastics/wood) and new machines. The awe and wonder of machinery and engineering and taking an idea from a thought, to a physical product that could theoretically be mass produced and sold.
  • DT reflects on ingenious products and inventions, the diversity of materials and ways in which DT can improve the quality of life. When students make their product, they might look at their product and how it is used in other cultures and throughout history.
  • Mutual Respect – having mutual respect for each other’s ideas and design decisions. This will also be reinforced in the classroom with peer-to-peer relationships and positive professional relationships between student and teacher.

Year 8 Art

  • Through looking at culture as a theme for this work, students are able to investigate and begin to understand how different communities work in other cultures. Students should be able to talk about the differences in communities and should explore this through outside classroom tasks and as part of research into artworks.
  • As students look at culture in Year 8, the investigation of ethical issues becomes more explicit. Students look at artwork from a different culture and can discuss with teachers and peers the ethical issues behind the work produced (mainly men who produce artwork/art depicted etc.)
  • Exploring the impact of belief systems on artwork in other cultures. Study of another culture and the similarities and difference to our own.
  • Year 8 offers a unique combined cultural and artistic opportunity to explore a culture through it’s artwork. Year 8 are given direction to research artists and craftspeople that produce artwork.
  • Tolrance and respect for others – As part of looking at another culture we can learn more about that and develop tolerance for others.

Year 8 Food Technology

  • Students work together to develop tea working skills, problem solving skills. Students share ideas. . Pupils are encouraged to research and explore different factors relating to how a person's culinary influences effect food choices such as finance, religion, traditions and exposure habits. A range of scenarios encourage pupils to explore a range of multi-cultural foods. Projects allow for group work both within and out of school to enhance and develop social skills along with appropriate knowledge required for the course
  • Factors affecting food choices,. Pupils are encouraged to explore different uses for food waste. Pupils are actively encouraged to research and explore culinary habits and traditions and how we have become more multi-cultural.
  • Exploring religious diets and religious factors affecting food choices. 
  • Pupils are encouraged to look at and sample a range of ingredients from different cultures as well as developing an understanding of dietary beliefs such as kosher and vegetarianism. Pupils expand their creativity by exploring how ingredients from different cultures can be used in modern cuisine and how these traditions came about. Looking at food in different countries and cooking  food from around the world
  • The Rule of law - Food labelling regulations covering allergens in ingredients
  • Tolerance and respect for others when working in teams
  • Respect and tolerance for different faiths and religions when considering religious factors that affect food choices and cooking methods. 

Year 8 Technology

  • Students work as a team, recognising others’ strengths and sharing equipment. Design Technology promotes equality of opportunity and provides an awareness of areas that have gender issues e.g. encouraging girls to use equipment that has been traditionally male dominated. Students consider the technological impact on their lives as well as others and how it affects them. Social development is a key feature of all design & technology lessons. We teach the concept of self-regulation to ensure that students accept responsibility for their behaviour and the safety of others
  • It encourages pupils to value the environment and its natural resources and to consider the environmental impact of everyday products. It educates pupils to become responsible consumers. Students design and make products that do not offend. 
  • Students consider the material and product they design and manufacture 
  • Students get a great sense of enjoyment from creating products in the areas of design technology. The fun element of making, testing and evaluating using new skills gives students opportunities to challenge themselves and discover talents they were unaware of.
  • Students are introduced to new and smart materials and their numerous applications
  • DT reflects on ingenious products and inventions, the diversity of materials and ways in which DT can improve the quality of life. When students make their product, they might look at their product and how it is used in other cultures and throughout history
  • Mutual Respect – having mutual respect for each other’s ideas and design decisions. This will also be reinforced in the classroom with peer-to-peer relationships and positive professional relationships between student and teacher

Year 9 Art

  • Through researching and investigating art movements throughout time, for example digital contemporary art, students can research and explore the theme of “what is art?”, students can also discuss the social implications there might be if machinery, computers take over from people’s jobs.
  • Through the study of Art students investigate and explore ethical and moral issues when they look at artwork produced by other artists. Students are reminded that this is one view (much like a story or a film) and there may be differing views / opinions. Students can explore how they feel through discussions with their peers.
  • When producing artwork, look at the pop art and comic art movements and understand the cultural and emotional goings on from around the time period this art stems from.Students are asked to create their own personal responses from the artist and art movements studied and therefore are asked to be creative in their responses to this work.
  • Their own personal influences come through in their artwork and are seen through personal responses to their work.
  • Individual Liberty – students are encouraged to think for themselves and express their own ideas through their artwork, students are encouraged to be independent and use their own creative voice.

Year 9 Technology

  • Students are given opportunities to work in small teams and pairs to solve design problems. By peer assessing work they learn from each other and are taught to articulate their ideas through combining drawing, discussion and writing.
  • Students are taught the social skills around behaviour self-regulation to ensure collective responsibility for a safe and efficient working environment
  • Students contribute to a safe working environment by observing specific safety requirements. Students are taught the social skills around behaviour self-regulation to ensure collective responsibility for a safe and efficient working environment. Students design and make products that do not offend. 
  • Students get a great sense of enjoyment from creating products in the areas of product design. The fun element of making, testing and evaluating using new skills gives students opportunities to challenge themselves and discover talents they were unaware of.
  • Students are introduced to new and smart materials and their numerous applications.
  • DT reflects on ingenious products and inventions, the diversity of materials and ways in which DT can improve the quality of life. When students make their product, they might look at their product and how it is used in other cultures and throughout history.
  • Mutual Respect – having mutual respect for each other’s ideas and design decisions. This will also be reinforced in the classroom with peer-to-peer relationships and positive professional relationships between student and teacher

Year 10 Art

  • Students need to work as part of a team as a classroom community when sharing ideas in class, some of the artists studied explore social issues which broaden students’ knowledge of current affairs and issues. Students will also need to talk about their experiences and opinions.
  • We look at understanding when to take and not to take a photograph, we understand the moral implications that some artists and photographers capture rough and raw material. Students will be encouraged to visit galleries and exhibitions where this is more relevant.
  • Students get a sense of wonder and awe from exemplar work, as part of their journey in Art, students experience the ability to express themselves creatively.
  • Students research artists from different cultures and we also touch on how photography and art is perceived in other cultures and how this differs from our own culture.
  • Rule of Law: legal implications of taking photographs.
  • Tolerance: becoming aware and tolerant of other cultures and social groups.
  • Individual Liberty: expressing their own opinions, thoughts and feelings creatively through art and photography.
  • Students research themes and issues which are thought provoking and challenging. In order to see this on a local scale, students will be encouraged to visit local galleries and exhibitions. Students will also see how art plays an important part in the wider world.
  • Through encouraging good behaviour traits and positive values within the classroom, students understand and learn the consequences of certain actions and the overall impact not only on themselves, but others around them.
  • Resilience and independence skills are developed when workload becomes a challenge to manage. Students can express themselves imaginatively through the AP1 task when producing a Personal Response.
  • Students will be encouraged to visit the local community as inspiration for artwork, visit local galleries and exhibitions. Through this exploration students will understand the influences around them and the impact that it has on their art work.
  • Individual Liberty: expressing their own opinions, thoughts and feelings creatively through art photography. Taking a more active interest in art will students will understand the influences and values around them and the impact that it has on their art work.
  • Students need to work as part of a team as a classroom community when sharing ideas in class, some of the artists studied explore social issues which broaden students’ knowledge of current affairs and issues. Students will also need to talk about their experiences and opinions.
  • Through encouraging good behaviour traits and positive values within the classroom, students understand and learn the consequences of certain actions and the overall impact not only on themselves, but others around them.
  • Resilience and independence skills are developed when workload becomes a challenge to manage. Students can express themselves imaginatively through the AP3 task when producing a Personal Response when developing their ideas.
  • Students research artists from different cultures and we also touch on how photography and art is perceived in other cultures and how this differs from our own culture.
  • Rule of Law: legal implications of taking photographs.
  • Tolerance: becoming aware and tolerant of other cultures and social groups.
  • Individual Liberty: expressing their own opinions, thoughts and feelings creatively through art and photography.

Year 11 Art

  • Students need to work as part of a team as a classroom community when sharing ideas in class, some of the artists studied explore social issues which broaden students’ knowledge of current affairs and issues. Students will also need to talk about and discuss their experiences and opinions.
  • GCSE exam questions often cover relevant and current social and moral issues. Students will become aware of these when they research relevant artists and art movements which portray these issues through their artwork and designs. 
  • Students get a sense of wonder and awe from exemplar work, as part of their journey in Art, students experience the ability to express themselves creatively. Students often like to research issues and artists which give them a spiritual outlet and enjoy finding quotes of positivity and spiritualism. 
  • Students research artists from different cultures and we also touch on how photography and art is perceived in other cultures and how this differs from our own culture.
  • Rule of Law: legal implications of taking photographs.
  • Tolerance: becoming aware and tolerant of other cultures and social groups.
  • Individual Liberty: expressing their own opinions, thoughts and feelings creatively through art and photography.
  • Students research themes and issues which are thought provoking and challenging. In order to see this on a local scale, students will be encouraged to visit local galleries and exhibitions. Students will also see how art plays an important part in the wider world.
  • Through encouraging good behaviour traits and positive values within the classroom, students understand and learn the consequences of certain actions and the overall impact not only on themselves, but others around them.
  • Resilience and independence skills are developed when workload becomes a challenge to manage. Students can express themselves imaginatively through the AP1 task when producing a Personal Response.
  • Students will be encouraged to visit the local community as inspiration for artwork, visit local galleries and exhibitions. Through this exploration students will understand the influences around them and the impact that it has on their art work.
  • Individual Liberty: expressing their own opinions, thoughts and feelings creatively through art photography. Taking a more active interest in art will students will understand the influences and values around them and the impact that it has on their art work.
  • Students need to work as part of a team as a classroom community when sharing ideas in class, some of the artists studied explore social issues which broaden students’ knowledge of current affairs and issues. Students will also need to talk about their experiences and opinions.
  • Through encouraging good behaviour traits and positive values within the classroom, students understand and learn the consequences of certain actions and the overall impact not only on themselves, but others around them.
  • Resilience and independence skills are developed when workload becomes a challenge to manage. Students can express themselves imaginatively through the AP3 task when producing a Personal Response when developing their ideas.
  • Students research artists from different cultures and we also touch on how photography and art is perceived in other cultures and how this differs from our own culture.
  • Rule of Law: legal implications of taking photographs.
  • Tolerance: becoming aware and tolerant of other cultures and social groups.
  • Individual Liberty: expressing their own opinions, thoughts and feelings creatively through art and photography.

Linking Curriculum to Careers

Year 7 Art

  • Understanding the creative industry and the design skills required; creativity, research, organisation, attention to detail, written and verbal communication. Jobs in the industry: retail (fashion, textiles, retail merchandiser), media (advertisement, media photographer), construction (architect), care (art therapist), publishing (illustrator).

Year 7 Food Technology

  • Understanding of hospitality industry
  • Introduction to hygiene practices – role of Environmental health officer

Year 7 Technology

  • Linked with industrial processes and jobs, career opportunities in the area (JLR)

Year 8 Art

  • Understanding the creative industry and the design skills required; creativity, research, organisation, attention to detail, written and verbal communication. Jobs in the industry: Heritage crafts (potter, ceramicist), the built environment (architect), theatre (stage set design), education (teacher), retail (fashion, textiles, retail merchandiser), industrial design (designing new technologies: iphones etc).

Year 8 Food Technology

  • Different careers paths with the hospitality sector, visitor economy in Liverpool. Local LMI jobs 

Year 8 Technology

  • Linked with industrial processes for future jobs/career opportunities
  • Regular discussion regarding links with the subject matter and jobs in design and manufacturing
  • Jaguar Land Rover (JLR), electrician apprenticeship, electrical engineering, 3D CAD design for manufacturing, virtual modelling for video, apps, websites and computer gaming careers. Construction industry: carpentry etc

Year 9 Art

  • Understanding the creative industry and the design skills required; creativity, research, organisation, attention to detail, written and verbal communication. Jobs in the industry: Graphic design, Computer game design, Mobile app design, photography, marketing, advertising, publishing, packaging, theatre (stage set design), education (teacher).

Year 9 Technology

  • Linked with industrial processes for future jobs/career opportunities
  • Regular discussion regarding links with the subject matter and jobs in design and manufacturing
  • Jaguar Land Rover (JLR), electrician apprenticeship, electrical engineering, 3D CAD design for manufacturing, virtual modelling for video, apps, websites and computer gaming careers. 

Year 10 Art

  • Working as a team, working to deadlines, sharing ideas, working to a brief with limits and constraints. Students will see the end result in their own exhibition at the end of year 10 and also see how art work is portrayed in museums and galleries. Develops enquiring minds.
  • Responding to briefs, adhering to deadlines, developing tolerance and acceptance of others are all behaviour traits which will be required in the workplace. Students actively engage in the creative process which requires a solution. 
  • Working as a team, working to deadlines, sharing ideas, working to a brief with limits and constraints. Students will see the end result in their own exhibition at the end of year 10 and also see how art work is portrayed in museums and galleries. Students will be encouraged to take risks with their work and develop their independence, confidence and resilience.

Year 11 Art

  • Working as a team, working to deadlines, sharing ideas, working to a brief with limits and constraints. Students will see the end result in their own exhibition at the end of year 10 and also see how art work is portrayed in museums and galleries. Develops enquiring minds.
  • Responding to briefs, adhering to deadlines, developing tolerance and acceptance of others are all behaviour traits which will be required in the workplace. Students actively engage in the creative process which requires a solution. 
  • Working as a team, working to deadlines, sharing ideas, working to a brief with limits and constraints. Students will see the end result in their own exhibition at the end of year 10 and also see how art work is portrayed in museums and galleries. Students will be encouraged to take risks with their work and develop their independence, confidence and resilience.