The secondary curriculum review
The revision of the key stage 3 programme of study provides an opportunity to review and refresh your sequences of work.
When reviewing planning across the key stage, developing new sequences of work or revising existing ones, you should consider the following.
Planning needs to show how key concepts are integrated into learning and teaching across the key stage. Not all of the key concepts will be addressed in each individual project. However, if a concept is focused on in one product area, the concept should be built on at an appropriate time during the study of other product areas. This will ensure pupils progress in their understanding of these concepts and build on earlier experiences.
When pupils revisit the key processes at various points within the range of product areas across the key stage, you should plan for an increase in demand that will ensure pupils continue to be challenged. By sharing information on the way that sequences of work encourage progress in the key processes, a closely informed staff can ensure that, together, they have a good oversight of each pupil's progress throughout the year and across the key stage. Fewer, larger blocks of teaching time, possibly involving two teachers working collaboratively in two focus areas, can help ensure pupil progress.
Pupils should be given the opportunities to experience the range and content described in the programme of study by analysing products, undertaking focused tasks and engaging in design and make assignments in at least three of the four product areas.
They should be encouraged to integrate ICT into all designing and making processes as appropriate (you may decide that some product areas are more appropriate than others). You should plan specific points within sequences of work where knowledge and understanding from other subjects can reinforce learning within stimulating design and technology contexts. Some of those contexts should draw on the local ethos and community.
