TEACH NURTURE CELEBRATE
Our Curriculum aims and design have been developed in line with the needs of St James CE Primary School community, promoting the Christian Values we hold dear. Our curriculum is ambitious and well-planned to ensure all pupils gain ample knowledge and skills to succeed in their next stage of education and life after primary school.
The aims are also based heavily on our school vision of Teach, Nurture and Celebrate in order that children should experience ‘Life in all its fullness’ (John 10:10). All stakeholders were involved in creating the vision and aims, including: pupils, parents, PTFA, and staff members at all levels.
SMSC is embedded throughout our curriculum design. The aspect of Spirituality is a particular focus for us
The St James Curriculum was chosen and adapted to develop the knowledge, understanding and skills needed to meet Key Stage requirements and allow for smooth transition to the next phase of education. We re-designed our curriculum to enable children to experience a more enquiry-based approach. This allows children to develop key skills and seek vital knowledge through exploring big questions and concepts.
- Within our curriculum, we aim to inspire all pupils through engaging learning experiences
- We aim to nurture passionate, healthy and successful learners by providing a broad, balanced and enquiry-based curriculum
- Instill children with the values, knowledge and skills to enable them to achieve beyond expectations and experience success
- Provide a progressive curriculum where skills and knowledge are developed through quality ongoing assessment.
Our Curriculum offers a coherently planned sequence of lessons to help teachers ensure they have progressively covered the requirements of the Design and Technology National Curriculum. Our scheme of work ensures that children have a varied and well mapped out Design and Technology curriculum. It provides the opportunity for progression across the full breadth of the Design and Technology National Curriculum for KS1 and KS2, including: designing, making, evaluating and developing technical knowledge. This progression is clearly identified on progression maps and each lesson has been carefully planned to match these. Design and Technology at St James promotes qualities such as enjoyment, creativity, planning, enthusiasm and perseverance for quality as well as success. We teach children a variety of skills and celebrate their successes when a project comes together. All lessons are differentiated which helps to ensure that learning is as tailored and inclusive as possible. Each unit of work will have an overarching question which children will explore attached to it as a focus for the children to build towards being able to answer.
At the end of a year pupils should be secure in nearly all units.
In EYFS, DT is integrated within topics and follows child-centered learning. Achievements are tracked against the ELGs for Expressive Art and Design
Our lesson plans ensure that all teachers are equipped with the secure subject knowledge required to deliver modern, high-quality teaching and learning opportunities for all areas of the Design and Technology National Curriculum. Our overarching aim is for teachers to have the knowledge and skills they need to feel confident in teaching all areas of Design and Technology, regardless of their main areas of expertise. Lessons are planned alongside subject-specific progression maps to ensure that children are given the opportunity to practise existing skills and also build on these to develop new or more advanced skills. Formative assessments are supported through the inclusion of progress pauses and interwoven into the teaching sequence are key assessment questions. These allow teachers to assess the different levels of understanding and skill at various points in the lesson and also allow time to recap concepts and skills where necessary, helping to embed learning. Teachers use questioning to gauge pupil responses and inform assessment. Input for lesson and the structure of lessons is disseminated in a structured and progressive way.
Where pupils are struggling with Design and Technology skills, lessons are differentiated to ensure maximum progress is made.
Tapestry is used in EYFS to evidence progress and record achievements of pupils. DT is one element of the ELG Expressive Art and Design and is planned for within guided sessions and within provision. Activities are chosen so they can be achieved by all, with opportunities to both extend and support where needed.
Each unit is mapped against the progression documents to ensure that learners develop detailed knowledge and skills across the full breadth of the Design and Technology curriculum through engaging and age-appropriate curriculum content. After each unit of work, pupils will be assessed using the end of Key Stage expectations set out in the 2014 National Curriculum and success criteria set out in each unit of work. The high quality, progressive and consistent approach to Design and Technology will provide pupils with the best possible platform to achieve at a high standard. These assessments will be used to identify children that are gifted at Design and Technology and those requiring extra support. It is our aim that children recognise their full potential and we encourage and enthuse them to aim high in all areas of their learning.
At end of a unit the teacher is able to judge whether a child is secure in that half terms unit. This is then reported on and used for differentiation.
In EYFS, we track pupil progress using Tapestry and summative assessments. These assessments are used to inform planning and next steps in learning.