Curriculum Statement for History

By the end of Key Stage 2 pupils and 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 (for example, the home, school, leisure, culture, enterprise, industry and the wider environment).

Intent

To provide all children with a broad and balanced curriculum which prepares them for life beyond primary education and encourages children to use their creativity and imagination, to design and make products.

To ensure the curriculum combines skills, knowledge, concepts and values to enable children to tackle real problems to improve analysis, problem solving, practical capability and evaluation skills.

We aim to, wherever possible, link work to other disciplines such as mathematics, science, computing and art. The children are encouraged to become innovators and risk-takers.

Implementation

To continue to support staff subject knowledge to ensure a good DT curriculum is being taught throughout school.

To plan regular CPD and staff meetings to review the DT coverage within school and develop staff understanding and knowledge.

To provide trips and visiting experts who will enhance the learning experience for children.

To provide a means to display and celebrate the pupils’ DT work in their class and to the whole school through Achievement Assembly and DT displays around school.

Impact

For children to understand the relevance of what they are learning within DT and to enjoy their DT experiences within school.

A DT Curriculum that is high quality, well thought out and planned to demonstrate progression. In addition, we measure the impact of our curriculum through the following methods:

• A reflection on standards achieved against the planned outcomes;
• A celebration of learning which demonstrates progression across the school through displays, assemblies and within the local Church;
• Pupil discussions about their learning; which includes discussion of their thoughts, ideas, processing and evaluations of work.