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Callington Community College

Callington Community College

Callington Community College

Creative Art


Art Intent

In Art we aim to inspire creativity within every student. We believe that incorporating techniques and media across a range of diverse themes encourages our students to unlock their imagination, which is vital to their journey of becoming lifelong learners, critical and creative thinkers, and successful adults.

Following the guidance of the National Curriculum for Art & Design we introduce students to a range of artists, craft makers and designers where they underpin the practical skills that inspire our units of work. As students progress, they are encouraged to think critically and explore new materials and techniques; they feel confident in their own creative journey and how that shapes sustained pieces of work. Within our curriculum we revisit knowledge to empower our students to reflect and grow with their skills and use of media, where creative challenge and confidence grow as they do. Through a breadth of themes and practitioners we embed SMSC and diversity into our curriculum, discussions, and outcomes. We celebrate the creative potential of our subjects and our amazing students whilst they are with us and on the next steps of their journey.

Through a highly ambitious art curriculum and excellent facilities within a purpose-built Art block we showcase our students work with regular displays and exhibitions. We work within our local community to share the excellent work that our students produce, our local Tesco has supported us with exhibitions and the Elmer trail project, Mayfest and our giant puppets are always a huge community success and our photographers are regularly asked to cover events within the College.

We want our students to walk through our classroom doors and engage in high quality, thought provoking and creatively diverse lessons where achievement is celebrated. We want them to leave our lessons with new knowledge and experiences and an open mind.

By the end of their education in Art & Design at Callington Community College, all students of Art will:

  • be confident artists with a variety of experiences and skills that they have developed through our spiralling curriculum.
  • be creative and confident, prepared to take creative risks and review and refine their work.
  • be successful independent students who enjoy learning, understand how to make progress and achieve to their full potential and be proud of what they produce and achieve.
  • be confident self-managers and team-workers, who are willing keep an open-mind about new ideas and techniques.
  • be responsible citizens aware of the role and place in society and the importance of art in contributing to society locally and nationally.

In order to fully appreciate Art & Design and develop a deep schema, topics in Art & design have been intelligently sequenced by the following rationale:

  • Development of observational research and development of ideas that cover a range of art movements and a diversity of artists and practitioners.
  • Engage students in the process of designing and making art by reviewing and evaluating our schema using student voice.
  • To develop primary and secondary research into their own ideas through collected imagery, photography, drawing, and annotating in line with the recording strand of the curriculum.
  • Use a variety of art techniques and processes when developing ideas. Interleaving the skills and assessment objectives throughout the key stages at our College.
  • Develop and reflect on their work. Through annotation, extended writing tasks and DEAR time encouraging research and reading beyond the classroom.
  • Understand the relationship between context of artwork on the influence of subject, process, skills, media and effects achieved. Interleaving the 4 assessment areas through each project and theme.

The Art curriculum at Callington Community College has been influenced by a range of skills and artists that enable our students to access the schema. We regularly review our content and have more than one pathway for differentiated journeys. 

Our Art curriculum addresses disadvantage through support with sketchbooks, resources and equipment where we share and donate to the students who need that support. When approaching a new theme particularly at GCSE we have group discussions where cultural capital is a shared and rich sharing experience. We check in with students regularly and ensure immediate and rich feedback.

We believe that Art & Design contributes to the personal development of all of our students through looking at a range of cultures and practitioners from all backgrounds and locations. Each year group looks at the work of another culture, and artists/designers underpin our schema. We look at the life journeys of artists where mental health, sexual orientation, life-style and race are rich elements of our curriculum. These opportunities to build an understanding of Social, Moral and Ethical issues are developed alongside links to the wider world, including careers through visiting artists, links to colleges and universities, visits to museums and galleries and community projects.

Design and Technology Intent

“The ability to use tools and materials to make things and change the environment has given us evolutionary success, the resources, the time and the freedom to develop as a species with culture.” 

“In a sense anything that we have made is physical and useful rather than purely aesthetic can be included under the term of design and technology: architecture, engineering, furniture design, home appliances, fashion and so on.”

Design and Technology, and Construction are hugely important subjects within secondary education. Both disciplines are fundamental to human existence and progress, ever since our ancestors shaped the first tools, and constructed the first shelters. New and emerging technologies and building methods are always evolving.  Over 2 million years ago a knife hewn from flint was indeed ‘cutting edge’ technology. Today, steel can be cut precisely with a .040“ diameter jet of water travelling at over 900 mph. It never dulls or overheats! Conversely, some of the most sustainable buildings today are made from straw bales and rammed earth!

Design and Technology, and Construction therefore are an inherent part of our evolution; they are responsible for our many successes such as breakthroughs in electronics, ‘smart’ products, and civil engineering. They are equally responsible for achievements such as advanced weaponry and the use of fossil fuels that have, in the last 150 years, led to catastrophic failures and consequences for mankind. The construction industry in the UK alone is responsible for producing 40 million tonnes of carbon dioxide annually. Design and Technology holds the answers we need to correct these failures and it is within our young students that the future lies. At Callington we want our students to recognise the importance of ‘new and emerging technologies’ and embrace the future as responsible designers and professionals.

By the end of their education in Design & Technology at Callington Community College, all students of Design & Technology will:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
  •  build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
  • critique, evaluate and test their ideas and products and the work of others.
  • be original with their thinking, developing a range of imaginative but tangible design ideas.
  • design and make products that are believable, real and meaningful.

In order to fully appreciate Design & Technology and develop a deep schema, topics in Design and Technology have been intelligently sequenced by the following rationale: 

Our curriculum is holistic in its view and carefully considers the important role that DT must play in our world. Equally it fully recognises the iterative design process which is how real designers work, and the importance of sustainability and authenticity in design. The iterative design process is a method of problem solving through a continuous process of design, model, test and evaluation. Iterative design is a process tried and tested over many thousands of years of human evolution, and it is still the way that the world’s most innovative designers work. 

Our curriculum aims to fully connect to the real world we live in. Our curriculum is sequences around the six key principles tenets of knowledge within Design and Technology: User, Purpose, Functionality, Design Decisions, Innovation and Authenticity.

The Design and Technology curriculum at Callington Community College has been influenced by:

Looking at the work of others through disciplinary reading and investigation provides a rich hinterland of knowledge. The following are important figures that provide inspiration for Design and Technology and Construction.

Design and Technology


Dieter Rams

Zaha Hadid

Harry Beck

Sir Norman Foster

Margeret Calvert

Ben Law

Lucien Day

Frank Lloyd Wright

James Dyson

Isambard Kingdom Brunel

Stephanie Kwolek

Frank Gehry

Sebastian Cox

Neri Oxman

Tom Raffield

Eileen Gray

Eileen Gray

Norma Sklarek

Personal development, addressing disadvantage and careers

Design and Technology and Construction are unique subjects in that they prepare students for employment, through disciplinary and procedural knowledge, at an early stage in their lives. In both subjects students develop a range of technical skills associated with modern industry such as measurement, marking out, formal drawing techniques, dimensional accuracy, quality control, wasting and forming processes. Students also develop important substantive and declarative knowledge, such as the origins and classifications of materials, the physical properties of materials and how they respond to forces. Students can then learn how to design structures to meet key performance requirements and respond to these forces. This is indeed powerful knowledge.

We model to students a professional environment where responsibility, the rule of law and professional practice are just as important as procedural and disciplinary knowledge. This sets down a foundation for developing responsible citizens and provides crucial life skills. Furthermore, students learn that consumers have legal rights and that all things made, be it products or buildings, must meet the necessary standards for safety and quality. Our students develop the key practical skills that can enable them to be more independent later in life, more knowledgeable consumers and able to participate successfully in an increasingly technological world.

Spiritual, Moral, Social and Cultural relevance

We encourage students to consider the work of designers and innovators through history, exploring the skills and technologies they developed, and the impact they have had. This is meaningful learning that provides our young people with valuable spiritual, social and cultural understanding. Through the use of disciplinary reading, we help students to recognise their relevance to the world as potential practitioners, and this can unlock powerful aspirations.

Sustainability and environment are serious considerations to any design and technology and construction student. We want students to recognise not only the remarkable achievements of human innovation, but also the damaging environmental impact much of this has led to, that is now having catastrophic consequences for our planet. However, we want students to discover that the knowledge to enable mankind to make a meaningful difference, also exists within Design and Technology and Construction. Therefore, a core value of human responsibility lies at the heart of both subjects. We aim for this learning journey to give rise to not only responsible practitioners but also future citizens who can make fully informed and responsible choices about what and how they consume.

Design Technology Year 7 Knowledge Overview - click here

Design Technology & Construction Year 7-9 Knowledge Overview - click here

Design Technology & Construction Year 10 Knowledge Overview - click here

Construction Year 10 Knowledge Overview - click here


Food and Nutrition

Food and Nutrition Year 7-9 Knowledge Overview - click here

Food and Nutrition Year 10-11 Knowledge Overview - click here