Crawshaw Academy


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Updated September 2017

Art, Design and Technology.

Within our established Art, Design and Technology faculty we provide a broad and detailed curriculum that spans many specialist disciplines. Art, Design and Technology have been linked within industry for years and Crawshaw Academy is developing a curriculum which reflects this and establishes students with a foundation for the working world. Staff work closely to teach across disciplines and provide students with the opportunity to achieve in and out of the school’s normal working hours.

Outside normal school hour’s faculty staff give generously of their time and arrange extra-curricular activities and experiences that extend and enrich the core curriculum we provide. Every year the faculty organises trips to major galleries and places of interest to help develop our students’ appreciation of Art, Design and the Technology held within this area. This year we are running a 3 day residential to Edinburgh for year 11 Fine Art Students, we have had a comic workshop for year 8 working with a comic artist, we are running a post 16 Fine Art and Photography Trip, have taken part in various workshops at Leeds Art University and have numerous visits and workshops planned from outside speakers over the forthcoming year.

We have also forged links with the young people’s charity Fixers and have had a film crew based in school filming throughout our Art Department and working closely with one of our A level art students to illustrate the importance of creative subjects within the curriculum. You can watch the film here

We take part in various creative initiatives, including working with various schools, Leeds Art Gallery, Leeds University and The Hepworth, Wakefield. We have an annual whole school Art, Design & Technology exhibition, an annual A Level exhibition as part of the Red Kite Teaching Alliance held at Harewood House, which has a private view evening in July and then the exhibition remains open all summer for visitors of Harewood House to enjoy.

We promote the school’s ethos of striving for success throughout everything that we do and we pride ourselves on the exceptional standard achieved from Crawshaw students within the Faculty.

The faculty continues to enjoy increasing popularity and numbers opting for the subject at Key Stage 4 and 5 are healthy. We encourage each student to develop a range of practical skills, an inquiring mind and a consideration for our own and other cultures. Many of our students go on to study creative subjects at College and University and we have a growing alumni of students that have now forged very successful careers within the creative industries.

If you would like to find out more about possible career paths within the creative industries please take a look at this website.


Faculty Leader Design: 

Mrs Susan Purcell - Art

Programme Leader:

Mrs Joanne Oates- Art

Assistant Programme Leader:

Mrs Jane Haxby – Design and Technology


Mr Paul Faulhaber – Art

Mr Aidan Ross – Art/Product Design 

Support Staff:

Mr Phil Cawood – Art technician

Mr Jimmy Griffin – Design and Technology Technician


Key Stage 3 Projects

 At Key stage three the emphasis is placed upon the acquisition and development of skills. Students complete a variety of projects throughout the year which cover a variety of different art specialism’s from drawing, painting, printmaking, mixed media collage, textiles and three dimensional design. Students will research artists from different art periods to discover both conventional and unconventional processes und use this to develop their own ideas. The table outlines the schemes of work for this year. They may not necessarily be delivered in the order shown, this is to allow the sharing of equipment and resources amongst the department.

Curriculum content - Key Stage 3

Useful websites for Art

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Fine Art is a very exciting subject as students are introduced to such a wide range of methods and skills. Students are introduced to a variety of experiences exploring a range of fine art media, techniques and processes, including both traditional and new technologies.

Throughout the course they will explore relevant images, artefacts and resources relating to a range of Fine Art, from the past and from recent times, including European and non-European examples.


Candidates are required to work in one or more area(s) of Fine Art, such as Painting and Drawing, Mixed Media, Sculpture, Land Art, Installation, Printmaking, Lens-based and/or light-based media and new media, Television, Animation, Video and Photography.

Candidates are required to integrate critical, practical and theoretical study in Fine Art that encourages direct engagement with original work and practice. Where direct engagement may not be possible, the expectation is that work should include appropriate and explicit critical study.

Students will learn different skills and techniques throughout the year and teacher planning focuses on students’ varying abilities and individual ideas. All projects encompass studying other artists and cultures, techniques and experimentation, research and development of ideas leading to a final piece.


Component 1: Portfolio from Sept in year 10 to 2nd January in year 11.


  • Marked out of 96
  • 60% of GCSE

Students need to present a portfolio that in total shows explicit coverage of the four assessment objectives. It must include a sustained project evidencing the journey from initial engagement to the realisation of intentions and a selection of further work undertaken during the student’s course of study. Work presented is marked by the centre and moderated by AQA.

Component 2: Externally Set Assignment, from 2nd January 

Students respond to their chosen starting point from an externally set assignment paper relating to their subject title, evidencing coverage of all four assessment objectives


• Preparatory period followed by 10 hours of supervised time

  • Marked out of 96
  • 40% of GCSE

Students respond to their chosen starting point. Unlimited preparation time and 10 hours of supervised time. A response to all assessment objectives is required. Work presented is marked by the centre and moderated by AQA.



Specification - 

Progression Route

GCSE Art & Design provides a strong and appropriate foundation for further progression to art and design related courses such as GCE, BTEC and Creative and Media Diplomas and enhanced vocational and career pathways.

Useful websites for Art and Photography

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Key stage 5 Courses/Post 16

  • A level Fine Art
  • A level Photography

 Art & design provides students with the opportunity to develop personal responses to ideas, observations, experiences, environments and cultures in a practical form. The flexibility of the course enables students to work from their strengths and develop their weaknesses. The course also provides an appropriate foundation for further study of Art & Design or related subjects into both further and higher education. It is a really enjoyable course that fosters its value in lifelong learning and enjoyment.

 Fine Art

 A level Fine Art offers a broad range of media and techniques which include:

Drawing, painting, printmaking, mixed media, and sculpture. Students will also incorporate basic automatic photography throughout.

Students are introduced to a variety of experiences exploring a range of fine art media, techniques and procedures. They will explore a wide range of art craft and design covering both traditional and modern art. They will develop skills and techniques in a wide variety of areas and develop knowledge and understanding covering all aspects of art & design.

The course is made up of 2 components.

A level Component 1 = Portfolio (60% of A level mark) September 2016- 31 January 2018.

A level Component 2 = Externally Set Assignment (40% of A level mark) 1 February 2018.

Planning is very reactive to students’ skill set and individual ideas and it is this approach that keeps the work exciting and individual.

Exam Board – AQA

Specification -


Students are introduced to a variety of experiences exploring a range of photographic media, techniques and processes. They are made aware of both traditional and new technology and work predominantly with the use of Digital SLR cameras, which are purchased via a purchase scheme through school. Students ideally need access to their own camera so that they can benefit from work both in and outside the classroom.

 Students use sketchbooks and journals to record their observations, experimentation and ideas and they cover basic presentation and art & design skills to equip them with the necessary skills for this.

Students are required to work in one or more areas of photography such as


Landscape photography

Still Life Photography

Documentary photography

Experimental imagery

Photographic installation, video, television and film. 

Students will explore elements of visual language for example line, form, colour, pattern, and texture through the context of photography. They will show appreciation of viewpoint, composition, depth of field, movement, and lighting and will respond to issues and themes through their use of photography. Students will also be expected to show an understanding of how feelings and mood can be conveyed and interpreted through their photography.

The course is made up of 2 units of work:

A level Unit 1 = Personal Investigation (60% of A level mark), September 2016 – 31 January 2018

A level Unit 2 = Externally Set Assignment (40% of A level mark), 1 February 2018.

Planning is very reactive to students’ skill set and individual ideas and it is this approach that keeps the work exciting and individual.

Exam Board – Edexcel

Specification -

Upon completion of A Level Fine Art/Photography students often progress onto a Foundation course, which is often a pre requisite for most University based Art degrees. However students are also able to progress straight onto degree depending upon the individual institution. Both Further and Higher Education are a possibility after A Levels. 

Useful websites for Art and Photography

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Design and Technology

Design and Technology is an inspiring, rigorous design and manufacturing subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and wellbeing of the nation.

Through a variety of creative and practical activities, pupils are be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of domestic and local contexts [for example, the home, health, leisure and culture], and industrial contexts [for example, engineering, manufacturing, construction, food, energy, agriculture (including horticulture) and fashion].

When designing and making, pupils are be taught to:


  • use research and exploration, such as the study of different cultures, to identify and understand user needs
  • identify and solve their own design problems and understand how to reformulate problems given to them
  • develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
  • use a variety of approaches [for example, bio mimicry and user-centred design], to generate creative ideas and avoid stereotypical responses
  • develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools


  • select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer aided manufacture
  • select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties

KS3 Product Design

Key Stage 3 Projects – the students follow the National Curriculum for D&T and work across Product Design, Electronics, Systems and Control, Textiles and Graphic Products.

A range of projects are delivered during Key Stage 3 that prepares students for the new GCSE Design and Technology qualification. These include:-

Year 7 – Mechanical Toy Project, CAD/CAM Earphone wrap and packaging Project

Year 8 – USB Memphis Lamp Project, Dawn of the Dead Textiles Project

Year 9 – Biomimicry Speaker Project, Cultural Jewellery Project


Key Stage 4:  

New Specification

GCSE Design and Technology

GCSE Design and Technology prepares students to participate confidently and successfully in an increasingly technological world. Students gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students get the opportunity to work creatively when designing and making and apply technical and practical expertise.

This GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.

You can find out about this Design and Technology qualification at


50% of their final grade will be achieved by sitting a 2 hour exam based around core technical principles, specialist technical principles and design principles.

50% of their final grade will be achieved by completing a 40 hour NEA (Non-exam Assessment) Project.

Current Year 11

GCSE Product Design is a course which allows students to design and create a wide range of 3D products. During Year 11 students are expected to design and make a product as part of their GCSE controlled assessment. Successful projects could include: - small items of furniture such as storage, coffee tables; textile items such as bags, scarves, dresses; prototype docking stations.

60% of their final grade will be achieved by completing coursework during their final year.

40% of their final grade will be obtained by sitting a 2hour written exam.


Revision Websites