KatherinesDT Planning and Assessment
Planning and Assessment
The curriculum follows the Kapow Primary scheme of work and has been strengthened so that pupils revisit the learning in a spiral continuum curriculum. Pupils revisit strands and skills again, each time covering the same strand but with greater complexity and depth. As the pupils return to a previous strand prior learning is utilised, providing pupils with the foundations, and building blocks, in order to retain new information in the long term memory.
As the curriculum is revisited it is set out into strands that pupils will be exposed to throughout their primary years. The key areas are:
- Structures
- Mechanism/Mechanical Systems
- Cooking Nutrition
- Textiles
- Electrical Systems
- Digital World
Each area is visited once a year by children, with Electrical Systems and the Digital World starting in KS2. Within each area the pupils will gain an insight into structures and their principles and functionality. They will learn about specific techniques associated with the area of learning. They will build on vocabulary and make reference to symbols. Knowledge Organisers for these areas have been created to support pupil’s prior and future learning.
Domains have been designed to run alongside the National Curriculum requirements. These skills are:
- Design
- Make
- Evaluate
- Technical Knowledge
These skills enable pupils to develop creative, technical and practical expertise necessary in order to become confident in design and technology. They use knowledge and gain new understanding in order to refine their products and analyse their productivity. They are able to be self-reflective and critique their products, testing their theories and ideas as they work. The skills progression document formulated by Kapow Primary and enhanced by NET is used to ensure pupils have a balanced curriculum, with skills developing and interwoven throughout the primary phase.
In addition to this, pupils are able to understand the key components of nutrition, healthy living and how to create balanced meals.
Pupils follow a sequence of learning, starting with a big introduction, where they evaluate existing products. They then progress onto a sequence of lessons which allow pupils the opportunity to develop skills through a focus task, designing and making their product before evaluating against the intent and purpose.
Units are taught discretely but where links can be made to topics being taught they are, in order that pupils make meaningful connections whilst building up knowledge in their long term memory.