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Areas of the Curriculum

Welcome to our Areas of the Curriculum page, please see below for more information.

Reading

Opportunities

Key Stage 1 Key Stage 2
  • Listen to traditional tales.
  • Listen to a range of texts.
  • Learn some poems by heart.
  • Become familiar with a wide range of texts of different lengths.
  • Discuss books.
  • Build up a repertoire of poems to recite.
  • Use the class and school libraries.
  • Listen to short novels over time.
  • Read and listen to a wide range of styles of text, including fairy stories, myths and legends.
  • Listen to and discuss a wide range of texts.
  • Learn poetry by heart.
  • Increase familiarity with a wide range of books, including myths and legends,
  • Traditional stories, modern fiction, classic British fiction and books from other cultures.
  • Take part in conversations about books.
  • Learn a wide range of poetry by heart.
  • Use the school and community libraries.
  • Look at classification systems.
  • Look at books with a different alphabet to English.
  • Read and listen to whole books.

Learning Objectives

  • To read words accurately
  • To understand texts

Characteristics

  • Excellent phonic knowledge and skills.
  • Fluency and accuracy in reading across a wide range of contexts throughout the curriculum.
  • Knowledge of an extensive and rich vocabulary.
  • An excellent comprehension of texts.
  • The motivation to read for both study and for pleasure.
  • Extensive knowledge through having read a rich and varied range of texts.

Writing

Learning Objectives

Transcription Composition Analysis and presentation
  • To present neatly
  • To spell correctly
  • To punctuate accurately
  • To write with purpose
  • To use imaginative description
  • To organise writing appropriately
  • To use paragraphs
  • To use sentences appropriately
  • To analyse writing
  • To present writing

Characteristics

  • The ability to write fluently and with interesting detail on a number of topics throughout the curriculum.
  • A vivid imagination which makes readers engage with and enjoy their writing.
  • A highly developed vocabulary and an excellent knowledge of writing techniques to extend details or description.
  • Well-organised and structured writing, which includes a variety of sentence structures.
  • Excellent transcription skills that ensure their writing is well presented and punctuated, spelled correctly and neat.
  • A love of writing and an appreciation of its educational, cultural and entertainment values.

Reading in KS1

Reading in KS1 at Outwoods Edge Primary School
At Outwoods Edge Reading is taught in three ways at Key Stage 1. The skills of decoding words are taught daily for twenty minutes through the phonics scheme (See section on teaching of phonics). Understanding and comprehension of texts is taught daily through guided reading sessions and within English lessons. These lessons teach children how to search for information in texts, answer questions about what they have read, understand unfamiliar ideas and learn strategies for working out the meaning of unfamiliar words. Finally children practise their decoding and comprehension skills through reading one to one with adults. This may be the class teacher, LSA or other school based adult. We also request that children practise reading at home at least three times a week with an adult to secure the skills they have been learning in school. Some children will additionally receive extra support in reading from our ‘Reading Recovery Teacher’ on a daily basis. At Key Stage 1 children take books home from our Key Stage 1 library and are given opportunities to change their books regularly through the week. The library is banded into colours based on the difficulty of the text and children are directed by the teacher to what colour is appropriate for them to select books from. The colour bands contain books from a wide range of reading schemes including Oxford Reading Tree, Project X and Big Cat Books. Children receive a reading diary for parents and teachers to communicate what children have been reading and how reading is progressing in class and at home.

Phonics at Outwoods Edge Primary School
At Outwoods Edge we teach the Letters and Sounds phonics scheme. This is a government recommended approach to teaching of synthetic phonics that is aimed at ensuring children can decode and spell a wide range of words by the end of Key Stage 1. Phonics is delivered from entry to the school at Foundation Stage through to Year 3. Any children not completing the scheme will receive further phonics support in Year 4 onwards through other interventions. Children are taught phonics daily for twenty minutes in groups of between 4 – 20. These groups are grouped by ability so that they receive phonics teaching that is closely matched to their stage of understanding and development. Children learn phonics through a range of games, active learning and interactive teaching activities designed by the class teachers. Teachers assess children at least once every half term in phonics and children move between groups as needed. At the end of Year 1 children are tested for their phonic ability according to government guidelines through the statutory phonics screening test. Parents will be informed of the result of this test in a letter at the end of year with the child’s school report.

Opportunities

Key Stage 1 Key Stage 2
  • Count and calculate in a range of practical contexts.
  • Use and apply mathematics in everyday activities and across the curriculum.
  • Repeat key concepts in many different practical ways to secure retention.
  • Explore numbers and place value up to at least 100.
  • Add and subtract using mental and formal written methods in practical contexts.
  • Multiply and divide using mental and formal written methods in practical contexts.
  • Explore the properties of shapes.
  • Use language to describe position, direction and movement.
  • Use and apply in practical contexts a range of measures, including time.
  • Handle data in practical contexts.
  • Count and calculate in increasingly complex contexts, including those that cannot be experienced first hand.
  • Rigorously apply mathematical knowledge across the curriculum, in particular in science, technology and computing.
  • Deepen conceptual understanding of mathematics by frequent repetition and extension of key concepts in a range of engaging and purposeful contexts.
  • Explore numbers and place value so as to read and understand the value of all numbers.
  • Add and subtract using efficient mental and formal written methods.
  • Multiply and divide using efficient mental and formal written methods.
  • Use the properties of shapes and angles in increasingly complex and practical contexts, including in construction and engineering contexts.
  • Describe position, direction and movement in increasingly precise ways.
  • Use and apply measures to increasingly complex contexts.
  • Gather, organise and interrogate data.
  • Understand the practical value of using algebra.


Learning Objectives

  • To know and use numbers
  • To add and subtract
  • To multiply and divide
  • To use fractions
  • To understand the properties of shapes
  • To describe position, direction and movement
  • To use measures
  • To use statistics
  • To use algebra

Characteristics

  • An understanding of the important concepts and an ability to make connections within mathematics.
  • A broad range of skills in using and applying mathematics.
  • Fluent knowledge and recall of number facts and the number system.
  • The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
  • The ability to think independently and to persevere when faced with challenges, showing a confidence of success.
  • The ability to embrace the value of learning from mistakes and false starts.
  • The ability to reason, generalise and make sense of solutions.
  • Fluency in performing written and mental calculations and mathematical techniques.
  • A wide range of mathematical vocabulary.
  • A commitment to and passion for the subject.

Opportunities

Key Stage 1 Key Stage 2
  • Participate in team games, developing simple tactics for attacking and defending.
  • Perform dances using simple movement patterns.
  • Swimming and water safety: take swimming instruction either in Key Stage 1 or Key Stage 2.
  • Play competitive games, modified where appropriate, such as football, netball, rounders, cricket, hockey, basketball, badminton and tennis and apply basic principles suitable for attacking and defending.
  • Take part in gymnastics activities.
  • Take part in athletics activities.
  • Perform dances.
  • Take part in outdoor and adventurous activity challenges both individually and within a team.
  • Swimming and water safety: take swimming instruction either in Key Stage 1 or Key Stage 2.


Learning Objectives

  • To develop practical skills in order to participate, compete and lead a healthy lifestyle

Swimming

  • To swim unaided with the correct strokes *

Dance

  • To perform dances *

Athletics

  • To participate in athletics activities *

Games

  • To participate in competitive games *

Gymnastics

  • To take part in gymnastic activities *

Outdoor and Adventurous Activities

  • To participate in outdoor and adventurous activity challenges *

* objectives marked with an asterisk have been added by Outwoods Edge to the Chris Quigley Essentials.

Characteristics

  • The ability to acquire new knowledge and skills exceptionally well and develop an in-depth understanding of PE.
  • The willingness to practise skills in a wide range of different activities and situations, alone, in small groups and in teams and to apply these skills in chosen activities to achieve exceptionally high levels of performance.
  • High levels of physical fitness.
  • A healthy lifestyle, achieved by eating sensibly, avoiding smoking, drugs and alcohol and exercising regularly.
  • The ability to remain physically active for sustained periods of time and an understanding of the importance of this in promoting long-term health and well-being.
  • The ability to take the initiative and become excellent young leaders, organising and officiating, and evaluating what needs to be done to improve, and motivating and instilling excellent sporting attitudes in others.
  • Exceptional levels of originality, imagination and creativity in their techniques, tactics and choreography, knowledge of how to improve their own and others’ performance and the ability to work independently for extended periods of time without the need of guidance or support.
  • A keen interest in PE. A willingness to participate eagerly in every lesson, highly positive attitudes and the ability to make informed choices about engaging fully in extra-curricular sport.
  • The ability to swim at least 25 metres before the end of Year 6 and knowledge of how to remain safe in and around water.

Opportunities

Title Key Stage 1 Key Stage 2
Working scientifically Across all year groups scientific knowledge and skills should be learned by working scientifically. (This is documented in the Essentials for progress section.)
Biology Plants

  • Identify, classify and describe their basic structure.
  • Observe and describe growth and conditions for growth.

Habitats

  • Look at the suitability of environments and at food chains.
  • Animals and humans

Identify, classify and observe.

  • Look at growth, basic needs, exercise, food and hygiene.

All living things*

  • Investigate differences.
Plants

  • Look at the function of parts of flowering plants, requirements of growth, water transportation in plants, life cycles and seed dispersal.

Evolution and inheritance

  • Look at resemblance in offspring.
  • Look at changes in animals over time.
  • Look at adaptation to environments.
  • Look at differences in offspring.
  • Look at adaptation and evolution.
  • Look at changes to the human skeleton over time.

Animals and humans

  • Look at nutrition, transportation of water and nutrients in the body, and the muscle and skeleton system of humans and animals.
  • Look at the digestive system in humans.
  • Look at teeth.
  • Look at the human circulatory system.

All living things

  • Identify and name plants and animals
  • Look at classification keys.
  • Look at the life cycle of animals and plants.
  • Look at classification of plants, animals and micro organisms.
  • Look at reproduction in plants and animals, and human growth and changes.
  • Look at the effect of diet, exercise and drugs.
Chemistry Materials

  • Identify, name, describe, classify, compare properties and changes.
  • Look at the practical uses of everyday materials.
Rocks and fossils

  • Compare and group rocks and describe the formation of fossils.

States of matter

  • Look at solids, liquids and gases, changes of state, evaporation, condensation and the water cycle.

Materials

  • Examine the properties of materials using various tests.
  • Look at solubility and recovering dissolved substances.

Separate mixtures.

  • Examine changes to materials that create new materials that are usually not reversible.
Physics Light*

  • Look at sources and reflections.

Sound*

  • Look at sources.

Electricity*

  • Look at appliances and circuits.

Forces

  • Describe basic movements.

Earth and space

  • Observe seasonal changes.
Light

  • Look at sources, seeing, reflections and shadows.
  • Explain how light appears to travel in straight lines and how this affects seeing and shadows.

Sound

  • Look at sources, vibration, volume and pitch.

Electricity

  • Look at appliances, circuits, lamps, switches, insulators and conductors.
  • Look at circuits, the effect of the voltage in cells and the resistance and conductivity of materials.

Forces and magnets

  • Look at contact and distant forces, attraction and repulsion, comparing and grouping materials.
  • Look at poles, attraction and repulsion.
  • Look at the effect of gravity and drag forces.
  • Look at transference of forces in gears, pulleys, levers and springs.

Earth and space

  • Look at the movement of the Earth and the Moon
  • Explain day and night
Note: * Items marked * are not statutory.


Learning Objectives

Biology Chemistry Physics
To work scientifically
  • To understand plants
  • To understand animals and humans
  • To investigate living things
  • To understand evolution and inheritance
  • To investigate materials
  • To understand movement, forces and magnets
  • To understand the Earth’s movement in space
  • To investigate light and seeing
  • To investigate sound and hearing
  • To understand electrical circuits


Characteristics

  • The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings.
  • Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations.
  • Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.
  • High levels of originality, imagination or innovation in the application of skills.
  • The ability to undertake practical work in a variety of contexts, including fieldwork.
  • A passion for science and its application in past, present and future technologies.

Opportunities

Key Stage 1 Key Stage 2
  • Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
  • Write and test simple programs.
  • Use logical reasoning to predict the behaviour of simple programs.
  • Organise, store, manipulate and retrieve data in a range of digital formats.
  • Communicate safely and respectfully online, keeping personal information private and recognise common uses of information technology beyond school.
  • Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • Use sequence, selections and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.
  • Use logical reasoning to explain how a simple algorithm works, detect and correct errors in algorithms and programs.
  • Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
  • Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Learning Objectives

  • To code
  • To connect
  • To communicate
  • To collect

Characteristics

  • Competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects.
  • The ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.
  • An understanding of the connected nature of devices.
  • The ability to communicate ideas well by using applications and devices throughout the curriculum.
  • The ability to collect, organise and manipulate data effectively.

Rising Stars Scheme of Work

At Outwoods Edge we follow a Computing scheme of work created by Rising Stars which covers the National Curriculum and matches with the vision that we have for Computing.

You can download and overview of the scheme here.

Opportunities

Key Stage 1 Key Stage 2
  • Use experiences and ideas as the inspiration for artwork.
  • Share ideas using drawing, painting and sculpture.
  • Explore a variety of techniques.
  • Learn about the work of a range of artists, artisans and designers.
  • Use experiences, other subjects across the curriculum and ideas as inspiration for artwork.
  • Develop and share ideas in a sketchbook and in finished products.
  • Improve mastery of techniques.
  • Learn about the great artists, architects and designers in history.


Learning Objectives

  • To develop ideas
  • To master techniques
  • To take inspiration from the greats

Characteristics

  • The ability to use visual language skillfully and convincingly (for example, line, shape, pattern, colour, texture, form) to express emotions, interpret observations, convey insights and accentuate their individuality.
  • The ability to communicate fluently in visual and tactile form.
  • The ability to draw confidently and adventurously from observation, memory and imagination.
  • The ability to explore and invent marks, develop and deconstruct ideas and communicate perceptively and powerfully through purposeful drawing in 2D, 3D or digital media.
  • An impressive knowledge and understanding of other artists, craftmakers and designers.
  • The ability to think and act like creative practitioners by using their knowledge and understanding to inform, inspire and interpret ideas, observations and feelings.
  • Independence, initiative and originality which they can use to develop their creativity.
  • The ability to select and use materials, processes and techniques skillfully and inventively to realise intentions and capitalise on the unexpected.
  • The ability to reflect on, analyse and critically evaluate their own work and that of others.
  • A passion for and a commitment to the subject.

Opportunities

Key Stage 1 Key Stage 2
  • Use their voices expressively by singing songs and speaking chants and rhymes.
  • Play tuned and untuned instruments musically.
  • Listen with concentration and understanding to a range of high-quality live and recorded music.
  • Make and combine sounds using the inter-related dimensions of music.
  • Play and perform in solo and ensemble contexts, using voice and playing instruments with increasing accuracy, control and expression.
  • Improvise and compose music using the inter-related dimensions of music separately and in combination.
  • Listen with attention to detail and recall sounds with increasing aural memory.
  • Use and understand the basics of the stave and other musical notations.
  • Appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great musicians and composers.
  • Develop an understanding of the history of music.


Learning Objectives

  • To perform
  • To compose
  • To transcribe
  • To describe music

Characteristics

  • A rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work.
  • A musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of
  • technical expertise.
  • Very good awareness and appreciation of different musical traditions and genres.
  • An excellent understanding of how musical provenance – the historical, social and cultural origins of music – contributes to the diversity of musical styles.
  • The ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately.
  • A passion for and commitment to a diverse range of musical activities.

Opportunities

Key Stage 1 Key Stage 2
  • Investigate the world’s continents and oceans.
  • Investigate the countries and capitals of the United Kingdom.
  • Compare and contrast a small area of the United Kingdom with that of a non-European country.
  • Explore weather and climate in the United Kingdom and around the world.
  • Use basic geographical vocabulary to refer to and describe key physical and human features of locations.
  • Use world maps, atlases and globes.
  • Use simple compass directions.
  • Use aerial photographs.
  • Use fieldwork and observational skills.
  • Locate the world’s countries, with a focus on Europe and countries of particular interest to pupils.
  • Locate the world’s countries, with focus on North and South America and countries of particular interest to pupils.
  • Identify key geographical features of the countries of the United Kingdom, and show an understanding of how some of these aspects have changed over time.
  • Locate the geographic zones of the world.
  • Understand the significance of the geographic zones of the world.
  • Understand geographical similarities and differences through the study of human and physical geography of a region or area of the United Kingdom (different from that taught at Key Stage 1).
  • Understand geographical similarities and differences through the study of human and physical geography of a region or area in a European country.
  • Understand geographical similarities and differences through the study of the human and physical geography of a region or area within North or South America.
  • Describe and understand key aspects of:
    • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains,  volcanoes and earthquakes and the water cycle
    • human geography, including: settlements, land use, economic activity including trade links and the distribution of natural resources including energy, food, minerals and water supplies.
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
  • Use the eight points of a compass, four-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build knowledge of the United Kingdom and the world.
  • Use a wide range of geographical sources in order to investigate places and patterns.
  • Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.


Learning Objectives

  • To investigate places
  • To investigate patterns
  • To communicate geographically

Characteristics

  • An excellent knowledge of where places are and what they are like.
  • An excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
  • An extensive base of geographical knowledge and vocabulary.
  • Fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.
  • The ability to reach clear conclusions and develop a reasoned argument to explain findings.
  • Significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.
  • Highly developed and frequently utilised fieldwork and other geographical skills and techniques.
  • A passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.
  • The ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.

Opportunities

Key Stage 1 Key Stage 2
Look at:

  • The lives of significant individuals in Britain’s past who have contributed to our nation’s achievements – scientists such as Isaac Newton or Michael Faraday, reformers such as Elizabeth Fry or William Wilberforce, medical pioneers such as William Harvey or Florence Nightingale, or creative geniuses such as Isambard Kingdom Brunel or Christina Rossetti.
  • Key events in the past that are significant nationally and globally, particularly those that coincide with festivals or other events that are commemorated throughout the year.
  • Significant historical events, people and places in their own locality.

 

  • Changes in Britain from the Stone Age to the Iron Age.
  • The Roman Empire and its Impact on Britain.
  • Britain’s settlement by Anglo Saxons and Scots.
  • The Viking and Anglo Saxon struggle for the Kingdom of England.
  • A local history study.
  • A study of a theme in British history.
  • Early Civilizations achievements and an in-depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient
  • Egypt; The Shang Dynasty.
  • Ancient Greece.
  • A non- European society that contrasts with British history

Chosen from: 

  • Early Islamic Civilization
  • Mayan Civilization
  • Benin.
  • History of interest to pupils*

* Items marked * are not statutory.


Learning Objectives

  • To investigate and interpret the past
  • To build an overview of world history
  • To understand chronology
  • To communicate historically

Characteristics

  • An excellent knowledge and understanding of people, events, and contexts from a range of historical periods and of historical concepts and processes.
  • The ability to think critically about history and communicate ideas very confidently in styles appropriate to a range of audiences.
  • The ability to consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a
  • range of sources.
  • The ability to think, reflect, debate, discuss and evaluate the past, formulating and refining questions and lines of enquiry.
  • A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why
  • people interpret the past in different ways.
  • A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgments.
  • A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.

Opportunities

Key Stage 1 Key Stage 2
  • Study the main stories of Christianity.
  • Study at least one other religion. Choose from Buddhism, Hinduism, Islam, Judaism or Sikhism.
  • Study other religions of interest to pupils.
  • Study the beliefs, festivals and celebrations of Christianity.
  • Study at least two other religions in depth. Choose from Buddhism, Hinduism, Islam, Judaism or Sikhism.
  • Study three of the major six religions not studied in depth in order to gain a brief outline.
  • Study other religions of interest to pupils


Learning Objectives

  • To understand beliefs and teachings
  • To understand practices and lifestyles
  • To understand how beliefs are conveyed
  • To reflect
  • To understand values

Characteristics

  • An outstanding level of religious understanding and knowledge.
  • A thorough engagement with a range of ultimate questions about the meaning and significance of existence.
  • The ability to ask significant and highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and value of religion.
  • A strong understanding of how the beliefs, values, practices and ways of life within any religion cohere together.
  • Exceptional independence; the ability to think for themselves and take the initiative in, for example, asking questions, carrying out investigations, evaluating ideas and working constructively with others.
  • Significant levels of originality, imagination or creativity, which are shown in their responses to their learning in RE.
  • The ability to link the study of religion and belief to personal reflections on meaning and purpose.
  • A wide knowledge and deep understanding across a wide range of religions and beliefs.

Opportunities

Key Stage 1 Key Stage 2
  • Languages is optional at Key Stage 1.

 

  • In the chosen modern language:
    • Speak
    • Read
    • Write
  • Look at the culture of the countries where the language is spoken.
  • If an ancient language is chosen, read, translate and explore the culture of the time.


Learning Objectives

  • To read fluently
  • To write imaginatively
  • To speak confidently
  • To understand the culture of the countries in which the language is spoken

Characteristics

  • The confidence to speak with good intonation and pronunciation.
  • Fluency in reading.
  • Fluency and imagination in writing.
  • A strong awareness of the culture of the countries where the language is spoken.
  • A passion for languages and a commitment to the subject.
  • The ability to use language creatively and spontaneously.
  • An independence in their studies and the ability to draw upon a wide range of resources.

Opportunities

Key Stage 1 Key Stage 2
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, such as the home and school, gardens and playgrounds, the local community, industry and the wider environment.

When designing and making, pupils should be taught to:

Design 

  • 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.

Make

  • select from and use a range of tools and equipment to perform practical tasks such as cutting, shaping, joining and finishing.
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

Evaluate 

  • 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, such as levers, sliders, wheels and axles, 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 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, such as the home, school, leisure, culture, enterprise, industry and the wider environment.

When designing and making, pupils should be taught to:

Design

  • use research and develop design criteria to inform the design of innovative, functional, 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.

Make

  • select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, 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.

Evaluate

  • 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

Technical knowledge

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
  • understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages.
  • understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs, buzzers and motors.
  • apply their understanding of computing to programme, 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.


Learning Objectives

  • To master practical skills
  • To design, make, evaluate and improve
  • To take inspiration from design throughout history

Characteristics

  • Significant levels of originality and the willingness to take creative risks to produce innovative ideas and prototypes.
  • An excellent attitude to learning and independent working.
  • The ability to use time efficiently and work constructively and productively with others.
  • The ability to carry out thorough research, show initiative and ask questions to develop an exceptionally detailed knowledge of users’ needs.
  • The ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely.
  • A thorough knowledge of which tools, equipment and materials to use to make their products.
  • The ability to apply mathematical knowledge.
  • The ability to manage risks exceptionally well to manufacture products safely and hygienically.
  • A passion for the subject and knowledge of, up-to-date technological innovations in materials, products and systems.

Opportunities

Key Stage 1 Key Stage 2
  • Discuss and learn techniques to improve in the eight areas of success.
  • Study role models who have achieved success.
  • Discuss and learn techniques to improve in the eight areas of ‘success’.
  • Study role models who have achieved success.
  • Study those who have lost success and relate this to the eight areas of ‘success’.


Learning Objectives

  • To try new things
  • To work hard
  • To concentrate
  • To push oneself
  • To imagine
  • To improve
  • To understand others
  • To not give up

Characteristics
These pupils have the ability and willingness to do the following eight things:

Try new things
Success does not come knocking on the door. We all need to go out and find something in which we can experience success. Finding something that we are good at builds confidence. Some pupils may not be good at the things they spend most of their time doing at school, which can make it even more important that schools have a broad and rich curriculum with something for everyone. As adults, however, we learn that just because we may be good at something doesn’t necessarily mean that we enjoy it. Successful people enjoy what they do. In fact, they love what they do. What they do gives them energy; work feels like play and time flies by. These are the lucky people who have found their energy zone. These people don’t need any external or material reward to motivate them; they do what they do simply because they love it.

Work hard
This is something that most of us don’t want to hear. If we want to get really good at something there are no short cuts. Accomplishment is all about practise and hard work. Pupils need to understand the benefits of working hard. They need to know that work is good and not something that should be avoided. Many pupils become frustrated if they don’t accomplish something immediately. With a television culture of ‘overnight’ success, it is important to teach them that it may take hours and hours of hard work to become really good at something and that in real life success is not easy for anyone.

Concentrate
Children are living in the most intensely stimulating time in the history of the Earth. They are bombarded with images from television advertisements, websites, games consoles and mobile phones. It has never been so important to teach our children how to concentrate. Of course, every teacher will tell pupils of the need to concentrate, but few will teach them how.

Push themselves
To be really successful, pupils need to learn to push themselves. Most adults realise that if they want a healthier lifestyle, joining a gym doesn’t change much. We have to push ourselves to go to the gym. In fact, going to the gym doesn’t change much either if we don’t push ourselves when there. There are lots of ways pupils need to push themselves. For example, when they don’t feel like doing things, when they feel shy, when they think they might fail and when their friends are trying to stop them doing what they want to do. It can be really difficult to push oneself, but it is essential for success.

Imagine
In 1968, George Land gave 1,600 five-year-olds a test in divergent thinking. This involved finding multiple solutions to problems, asking questions and generating ideas. The test results were staggering: 98% scored at what he described as ‘genius’ level. He then re-tested the same children at age ten, by which time the level had declined to 30%. By fifteen years of age, only 12% of the children scored at the genius level. The same test given to 280,000 adults placed their genius level at only 2%. In his book Breakpoint and Beyond’, co-authored by Beth Jarman, Land concluded that non-creative behaviour is learned.

The test shows what most of us know: children have a fantastic imagination, which mostly declines with age. This decline is the enemy of success. To help children to be successful we need to help them to keep having ideas as they get older.

Improve
Successful people are always trying to make things better. This doesn’t mean there is anything wrong with what they have but they know that there is always room for improvement. They try to make good things great. Rather than making any radical transformations, however, they tend to make lots of small adjustments. This is what we can teach our children: great things do not happen suddenly. They are the result of lots of tweaking and refinement. We can all make things a little bit better. We can all take small steps to greatness.

Understand others
Aristotle made the distinction between what he called sophia and phronesis. Sophia was wisdom of the world – what came to be called science. He spoke of the importance of understanding how the world works. However, he also stressed that, in itself, this was not enough for civilisation to flourish. Society also needed phronesis. This was the application of this wisdom in the service of others. Thousands of years later, Aristotle’s words are just as true. Successful people use what they know to try to be useful to others. Instead of asking ‘What’s in it for me?’ they ask, ‘What can I give?’ If we look at a successful business, it gives people things they value, at the right price. If we look at a successful public service, it gives people what they value at the right time.

Not give up
Successful people have bad luck, setbacks, failures, criticism and rejection but they always find a way around these problems. Children need to understand that if they have bad luck, they are not alone. Most of us tend to focus on the accomplishments of successful people rather than their mishaps or setbacks. We need to tell children about the times we failed, were rejected and criticised but also how we bounced back.

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