This document is to be used by schools following the D&T: Long-term plan — condensed. It gives an overview of how skills and knowledge develop through our scheme of work for Design and technology.
Please note that the D&T: Long-term plan — condensed does not cover all the skills and knowledge covered in our full scheme of work. It does, however, ensure that children are given opportunities to work towards all of the attainment targets set out in the national curriculum.
If you are following our standard D&T: Long-term plan, then please see our Design and technology: Progression of skills and knowledge.
Note: The information contained within this resource can also be accessed online via the French Curriculum portal and Curriculum information pages.
Evaluation template for pupils to reflect and evaluate their Design and technology projects. Space has been provided for drawings, diagrams or photographs of their final outcomes. You can edit the template to adapt it to your specific needs.
Star-rating evaluation template for pupils to reflect and evaluate their D&T projects. Space has been provided for drawings, diagrams or photographs of their final outcomes. You can edit the template to adapt it to your specific needs.
Evaluation template for pupils to reflect and evaluate their D&T projects. Space has been provided for drawings, diagrams or photographs of their final outcomes. You can edit the templates to adapt them to your specific needs.
Star-rating evaluation template for pupils to reflect and evaluate their projects. Space has been provided for drawings, diagrams or photographs of their final outcomes. You can edit the template to adapt it to your specific needs.
A Knowledge Organiser that captures the essential knowledge and skills learnt throughout the unit Archived Unit: Advanced rhythms.
This unit introduces pupils to the Kodály Method, emphasizing learning music through listening, singing, movement, and dancing before reading and writing. Pupils explore rhythmic patterns using Kodály rhythm syllables such as ‘TA’ (crotchet), ‘Ti-Ti’ (quavers), ‘SH’ (crotchet rest), and ‘TWO’ (minim). They engage with Steve Reich’s ‘Clapping Music’ (1972), experimenting with clapping rhythms and canons to develop their understanding of pulse and rhythm. Through these activities, pupils enhance their improvisation skills and deepen their appreciation of complex rhythmic structures.
