Milnthorpe Primary School

Intent

At Milnthorpe Primary School we have built a progressive Design Technology curriculum which develops learning and results in the acquisition of knowledge and skills in each key stage in each of the core areas; design and make, textiles and food. Children will build upon prior learning to know more, remember more and understand more.

Our design technology curriculum includes appropriate subject knowledge, skills and understanding for each key stage as set out in the National Curriculum Design Technology Programmes of study, to fulfil the duties of the NC whereby schools must provide a balanced and broadly-based curriculum which prepares children for the opportunities and responsibilities of later life.

Implementation

  DT at Milnthorpe is taught in blocks throughout the year so that pupils achieve depth in their learning.  Each block covers a specific area of the DT curriculum and builds upon previously learnt knowledge and skills to ensure progression.   In KS1 and EYFS DT is promoted through the use of activities in continuous provision which promote the physical development and motor skills vital for later learning and skills aquisition.

• Clear and comprehensive scheme of work in line with the National Curriculum across all key stages.  Whilst the EYFS and National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.
• Delivery of design and technology projects with a clear purpose. Within each key stage children will undertake a construction topic, a textile topic and a food/drink topic.
• Delivery showing clear following of the design process where each project follows: research, design, make and evaluate with cross curricular links to science and English.
• A range of skills will be taught ensuring that children are aware of health and safety issues related to the tasks undertaken and techniques to ensure safe ways of working.
• Clear and appropriate cross curricular links to underpin learning.  Pupils are given the opportunity to learn life skills and apply skills to ‘hands on’ situations in a purposeful context.

• Independent learning: In design technology children may well be asked to solve problems and develop their learning independently. This allows the children to have ownership over their curriculum.
• Collaborative learning: In design and technology children may well be asked to work as part of a team learning to support and help one another towards a challenging, yet rewarding goal.
• Links developed with outside providers such as The Royal Opera House and Lancaster University to provide additional learning and workshops.

Impact

• Children will have clear enjoyment and confidence in design and technology that they will then apply to other areas of the curriculum.
• Children will build upon prior learning to know more, remember more and understand more about Design Technology, demonstrating this knowledge when using tools or skills in other areas of the curriculum and in opportunities out of school.

• Most children will achieve age related expectations in Design Technology.
• As designers, children will develop skills and attributes they can use beyond school and into adulthood.