TEACH NURTURE CELEBRATE
At St. James CE Primary School, our curriculum is the primary way that we seek to achieve our vision: Teach – spiritual and moral values, Nurture – a sense of love and hope in ourselves and others, Celebrate – achievements, creativity and enquiring minds. Our vision is driven by a desire for all pupils to live life in all its fullness and to ensure that every pupil leaves our school with the ability and desire to: learn more; unlock their potential and make their mark on the world.At St. James CE Primary School, our curriculum is the primary way that we seek to achieve our vision: Teach – spiritual and moral values, Nurture – a sense of love and hope in ourselves and others, Celebrate – achievements, creativity and enquiring minds. Our vision is driven by a desire for all pupils to live life in all its fullness and to ensure that every pupil leaves our school with the ability and desire to: learn more; unlock their potential and make their mark on the world.
The St. James curriculum has been adapted and developed to develop the knowledge, understanding and skills needed to meet Key Stage requirements and allow for smooth transition to the next phase of education. It has been designed to meet the needs of our pupils and to develop learners that strive to learn knew information through exploring big questions and concepts.
At St. James we think about our curriculum at 4 levels:
• The intended curriculum: what we intend pupils to learn, including the explicit knowledge we expect them to remember, which we set out in detail
.• The implemented curriculum: the resources and structures teachers use to deliver the curriculum
.• The enacted curriculum: the approaches our teachers use to bring this knowledge to life for their pupils
.• The impact of the curriculum: the changes to pupils’ long term memory our curriculum leads to and how we check and evaluate how well our pupils understand what they are taught.
The intended curriculum
At St. James our curriculum is:
• Rich in powerful knowledge, skills and vocabulary, which are specified, taught, assessed and remembered by pupils
• Well-planned and sequenced so that key concepts are built on year by year in a clear and logical progression.
• Rooted in the strongest available evidence about how pupils learn and retain knowledge in the long term.
• A well designed, cumulative curriculum structure, starting with EYFS provision, ensuring prior knowledge is always a pre-cursor to study
.• Taught by expert teachers who make skillful connections to prior knowledge as they are aware of the previous units of study
.• Underpinned by a sharp use of assessment to support and progress learning.
• Supportive of teacher workload, wellbeing and professional development.
• Diverse and forward thinking, enabling children to make connections between their local area and the wider world
.• Reflective of core British values which are embedded within the curriculum ensuring children are taught tolerance, respect and individual liberties through the conscious curriculum choices made.
In St James School we promote an understanding of the design technology process in the development of tomorrow’s rapidly changing world. We believe that Design and Technology prepares children to take part in the development of tomorrow’s rapidly changing world. We encourage the children to think creatively, be creative problem solvers, working individually and as part of a team, drawing on the knowledge and skills of all subjects but particularly numeracy, science and art.
Our Design and technology process will enable children to develop ideas and eventually make products and systems, combining practical skills with an understanding of aesthetic, social and environmental issues as well as functions and industrial practices. Throughout, we encourage the children to reflect on and evaluate present and past technology, its uses and its impacts, enabling all children to be informed consumers and potential innovators.
The Aims of Design and Technology are;
• To develop imaginative thinking in children and to enable them to talk about what they like and dislike when designing and making;
• To 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
• To enable children to talk about how things work, and to draw and model their ideas
.• To encourage children to select appropriate tools and techniques for making a product, whilst following safe procedures;
• To explore attitudes towards the made world and how we live and work within it;
• To critique, evaluate and test their ideas and products and the work of others
• To foster enjoyment, satisfaction and purpose in designing and making.
• To understand and apply the principles of nutrition and learn how to cook.
Key stage 1
Through a variety of creative and practical activities, pupils should 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 relevant contexts. When designing and making, pupils should be taught to:
• Design purposeful, functional, appealing products for themselves and other users based on design criteria• Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
• Select from and use a range of tools and equipment to perform practical tasks
.• Select from and use a wide range of materials and components, including construction, materials, textiles and ingredients, according to their characteristics.
• Explore and evaluate a range of existing products
• Evaluate their ideas and products against design criteria Technical knowledge
.• Build structures, exploring how they can be made stronger, stiffer and more stable.
• Explore and use mechanisms in their products.
Cooking and nutrition
• Use the basic principles of a healthy and varied diet to prepare dishes.• Understand where food comes from.
Through a variety of creative and practical activities, pupils should be taught theknowledge, understanding and skills needed to engage in an iterative process of designing and making. When designing and making, pupils should be taught to:
• Use research and develop design criteria to inform the design of innovative, functional products.
• Appealing products that are fit for purpose, aimed at particular individuals or groups
• Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
• Select from and use a wider range of tools and equipment to perform practical tasks accurately
.• Select from and use a wider range of materials and components, including construction, materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
• Investigate and analyse a range of existing products
• Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
.• Understand how key events and individuals in design and technology have helped shape the world.
• Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• Understand and use mechanical systems in their products.
• Understand and use electrical systems in their products.
Apply their understanding of computing to program, monitor and control their products.
Cooking and nutrition
• Understand and apply the principles of a healthy and varied diet
.• Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
.• Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
The implemented curriculum
We have used the best research to create well sequenced and progressive curriculum map containing the key concepts children need to be procedurally fluent in to work and think like designer.
In D.T all children will have the opportunity
;• To develop the process of systematic enquiry
• To relate their understanding of D.T to everyday life and in environmental contexts
• To communicate using appropriate vocabulary and present their designs in a number of ways• To explore aspects of health and safety when working with tools and food items.
• To develop and apply their knowledge and understanding of key vocabulary
The key substantive knowledge in D.T is as follows:
The impact of our curriculum.
At St James, we have a concise while school shared definition of learning ‘Learning is a change in long term memory’ In order to identify the impact our curriculum is having on pupils, teachers employ a range of assessment strategies both at the point of teaching and after.Regular assessment of pupils needs and understanding plays a vital role here as does the provision of appropriate resources, the internet and our whiteboards offer a wealth of materials that can be matched to suit individual or group needs, enabling all pupils to develop their D.T knowledge and skills. At St James, children should be assessed against their progress and understanding of applying D.T knowledge and skills against the curriculum map. This will be self-evident from the work produces in a situation where no teacher support is given once a task has been assigned.
In all classes, there are children of differing ability. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies
:• Editing of Knowledge notes
.• Providing additional visual prompts
.• Setting common tasks that ore open-ended and can have a variety of results
.• Grouping children by both ability and mixed ability
.• Providing a range of challenges through the provision of different resources;
• Using additional adults to support the work of individual children or small groups.