The secondary curriculum review
To make good progress pupils need continuity and opportunities for development across the key stages. To achieve this, curriculum planning at key stage 3 needs to:
The curriculum at key stage 2 provides pupils with opportunities to investigate and evaluate a range of familiar products, thinking about how they work, how they are used and the views of the people who use them. This provides a foundation for analysing products, which is a curriculum opportunities requirement at key stage 3. In addition, it relates to understanding users' needs and the problems arising from them, which is a range and content requirement at key stage 3.
By the end of key stage 2, most pupils are able to design and make using a range of materials, including electrical and mechanical components, food, mouldable materials, stiff and flexible sheet materials and textiles. Most can develop, plan and communicate ideas for products in these product areas and work with tools, equipment, materials and components to make quality products. Most can evaluate the processes they have used and their own and other pupils' products.
The design and technology programme of study for key stage 3 builds on the knowledge, skills and understanding pupils acquire during key stage 2. During the key stage, pupils develop and use criteria, evaluate the impact of products, and solve technical problems. They select and use an expanding range of skills, techniques and equipment, apply deepening understanding of the behaviour of materials and use feedback to develop their work.
By the end of the key stage, most pupils are able to use their time effectively throughout the designing and making processes. Most can apply knowledge, understanding and skills in at least three of the product areas. Most are able to analyse products in detail, and design and make products in appropriately complex contexts. Most can use knowledge and understanding from other subjects and from outside the school during designing and making, and can integrate the use of ICT into these processes.
During the key stage, pupils experience courses that follow non-statutory guidance that is integrated into design and technology GCSE specifications. This ensures that pupils can progress naturally from the key stage 3 programme of study. At key stage 4 pupils develop, plan and communicate ideas and evaluate processes and products in ways that will progress from the 'designing' section of the key stage 3 programme of study. They work with tools, equipment, materials and components to produce quality products. This builds on the 'making' section in the key stage 3 range and content. Pupils apply knowledge and understanding of materials and components, which also builds on both the key stage 3 designing and making sections.
By the end of key stage 4, most pupils are able to provide clear evidence of how they have applied knowledge, skills and understanding in design and make assignments in one material area, including activities related to industrial practices.
