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Art and Technology

Key Stage 3 (Years 7-9)


We aim to engenger five key values:

  • Perseverance
  • Challenge
  • Mastery
  • Self-motivation  
  • Creativity

In each of the Key Stage 3 years students follow a variety of project work targeted at each year group, presenting the core of their learning within sketchbooks, with larger pieces and pottery work also included. Each year group has a  sketchbook to aid learning and give students ownership of their work.

Students’ project work is aimed at developing core skills in art and design and embedding the five key values of Perseverance, Challenge, Mastery, Self-motivation and Creativity.

We want to encourage students to master  practical skills and research work.

We want to encourage students to take risks with ideas and learn from them. 

We want to encourage students to take care of their sketchbooks, and see them as valuable

We want to encourage students to aim higher, take on board any constructive criticism and understand that progress  has to be earned.  All artists learn from their mistakes and this is how they progress.

 Extension work is offered in all classwork project work to push all  students in this subject.

Studio time outside lessons is offered by the HOD  in her  lunch times.

Systems and Control Technology

Systems and Control Technology is taught to students of Melbourn Village College from Year 7 up to GCSE (Key Stage 4). The subject aims to provide students with useful practical skills and an understanding of logical thinking.

At Key Stage 3 level students are taught Systems and Control, which covers aspects such as mechanisms and how systems are controlled in everyday life. Students are introduced to a range of materials from common metals and plastics to smart materials. Throughout Years 7 to 9, students will undertake a range of projects with increasing levels of complexity, from keyrings, to clocks and a fan with speed control.
If pupils decide to take their study of Systems and Control Technology to GCSE level there are two possible routes they can choose from:

WJEC (Welsh Joint Education Committee exam board) Systems and Control

This course enables students to design and make systems using a range of electronic, mechanical and pneumatic components. It provides the opportunity to explore what is involved in designing, engineering and manufacturing.

WJEC Construction in the Built Environment

This course offers an insight to the construction industry from the build perspective. It gives students a broad introduction to the different trades involved in the sector and the types of career opportunities available.


Mr Stephen Reynolds (Head of Department, Teacher of Design and Technology)
We are always looking to take advantages of opportunities to enrich the curriculum for our students and relate their learning to the world beyond the college. The drainage works taking place at the College were one such opportunity and so we were delighted to be able to team up with Atkins to give our Construction students an insight into that industry.

Key Stage 4


The Art and Design Department offers specialist GCSE courses in Fine Art.

The grades awarded for these examinations are based on:

  • The completion of coursework portfolio produced during Years 10 and 11= 60%
  • A final timed test = 40% 10 hours over two days which includes a preparation period in which students must prepare for the exam with evidence of clear research, experimentation and planning for the final 10 hour exam. This preparation work  makes up a proportion of the overall exam grade

 We aim to engenger five key values in GCSE Fine Art students:

  • Perseverance
  • Challenge
  • Mastery
  • Self-motivation  
  • Creativity

We want to encourage students to master  practical skills and research work.

We want to encourage students to take risks with ideas and learn from them. 

We want to encourage students to take care of their sketchbooks, art work and see their work as valuable.

We want to encourage students to aim higher, take on board any constructive criticism and understand that progress  has to be earned. 

All artists learn from their mistakes and this is how they progress.

Structure of Fine Art GCSE Assessment Criteria

Assessment Objective 1: Critical Understanding

Develop their ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding

Evaluating and analysing objects and artefacts

Understanding context

Assessment Objective 2: Creative Making

Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.

Experimenting with a variety of media, ideas and processes

Assessment Objective 3: Reflective Recording

Record ideas, observations and insights relevant to their intentions in visual and/or other form

Observational drawing

Recording experiences and ideas

Develop secondary sources ideas and artwork

Assessment Objective 4: Personal Presentation

Present a personal, informed and meaningful response demonstrating analytical and critical understanding realizing intentions and where appropriate, making connections between visual, written, oral or other elements

  •  Producing  a final piece, looking at the work of artists to help influence your work
  • Making connections across all areas of research and artwork
  • Reviewing and refining work
  • Evaluating final piece

All four assessment objectives have equal weighting and should be addressed in both units of coursework and the final examination.

Examination Board: Eduqas

Homework is continual and should be at least 2 hours a week. Work is reviewed by the teacher throughout the course. All students are graded according to the GCSE Art and Design assessment Grid for both units. Targets are set according to the matrix.

All students need to buy a sketchbook for Year 10 and another for Year 11

The Department offers Art packs for purchase at cost price to students. It is highly recommended that students purchase one for homework.

Extra studio time is offered by HOD at lunchtimes and in enrichment after school.


WJEC Level 1/2 Award in Constructing the Built Environment

The successful completion of this qualification, together with other equivalent qualifications, such as in Maths and the Sciences, could provide the learner with opportunities to access a range of qualifications including GCSE, apprenticeships, vocationally related and occupational qualifications. These include:

  • Level 3 Extended Project
  • Level 3 qualifications in Construction, such as Diplomas in Construction and the Built Environment
  • Level 2 qualifications in specialist areas such as plumbing, bricklaying and carpentry
  • Apprenticeships in Construction

This is the qualification structure:

WJEC Level 1/2 Awards in Constructing the Built Environment 
Unit number Unit title Assessment GLH
1 Safety and security in construction  External  30
2 Practical construction skills  Internal  60
3 Planning construction projects  Internal  30

This structure has been designed to allow learners to develop the understanding and skills related to a range of job roles in Construction. The units provide an overview of technical roles such as bricklayers, carpenters and electricians as well as professional roles such as site inspectors, project managers and architects and how they work together to completion construction projects. Each unit has been designed so that knowledge, skills and understanding are developed through tasks that have many of the characteristics of real work in construction. Each unit has an applied purpose which acts as a focus for the learning in the unit. This approach is called applied learning and enables students to learn in such a way that they develop:

  • skills required for independent learning and development
  • a range of generic and transferable skills
  • the ability to solve problems
  • the skills of project-based research, development and presentation
  • the fundamental ability to work alongside other professionals in a professional environment.

The qualification has been devised around the concept of a ‘plan, do, review’ approach to learning, where students are introduced to a context for learning: review previous planning activities, carry out activities and consider outcomes. This approach mirrors many work-related activities in Construction and also provides for learning in a range of contexts from urban to rural environments in mainly small scale Construction projects. As such, the qualification provides pupils with a broad appreciation of work involved in constructing the built environment and wider opportunities for progression into further education, employment or training.

Electronic Products

Information coming soon. 

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