Assessment in the technologies will focus on practical, problem-solving and collaborative activities which enable children and young people to show that they know, understand and can use technological skills and concepts across all the contexts for learning in the technologies.
Teachers can gather evidence as part of children and young people's day-to-day learning, and specific assessment tasks will also contribute to assessing progress. From the early years through to the senior stages, children and young people can demonstrate progress in their skills in making models and preparing food, in planning and carrying out practical investigations and solving problems, in discussing and debating ideas with peers and adults, and in recording and presenting their thinking in different ways, including using ICT.
Approaches to assessment should identify the extent to which children and young people can apply these skills and use them creatively in their learning and their daily lives and in preparing for the world of work. For example:
- How well do they contribute ideas and suggestions and develop team working skills?
- How well do they collaborate and independently participate in learning activities which lead to products with real uses?
Children and young people can show progress by responding enthusiastically to more demanding and challenging concepts in technologies, showing increasing depth of understanding in their explanations, and applying knowledge and skills in more demanding or unfamiliar contexts. They can also demonstrate progress through their increasing independence and confidence when carrying out tasks and their increasing resilience in facing challenges. Progress includes increasingly well-structured explanations and well-argued opinions and conclusions, including developing informed views on environmental, ethical and economic issues. Assessment should also link with other areas of the curriculum, both within and outside the classroom, and in the context of the world of work.
Keep up to date