DT, Art and Design, History and Geography

Design and Technology

At Michaelchurch Escley Primary School our pupils have the opportunity to work with a wide range of materials on exciting projects each year. These include: textiles, wooden structures, ceramics and mechanisms.

Intent:

  • Michaelchurch Escley Primary School’s design & technology curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
  • Staff make links in learning across the curriculum –ensuring breadth and balance.
  • Encourage children to be creative in all they do.  Michaelchurch Escley Primary School’s intention is for the children to be ambitious when planning and creating products
  • Provide opportunity for children to practise and develop skills taught in lessons through play and clubs.

Implementation:

  • Themes carefully designed across the classes in carefully planned cycles to promote creative teaching and link across the curriculum in learning.
  • Children taught a skills based design technology curriculum through projects including: Mayan masks, sewing, air-raid shelters (history), fairground rides, moving mechanisms (science).
  • Design & technology lessons used as a vehicle to apply numeracy measuring skills and resource management (preparing pupils for future life).
  • Children encouraged to work independently and solve their own problems in order to continue to build resilience.
  • Subject leader expertise readily available at all times to enable all staff to deliver design & technology lessons confidently and competently.
  • Teach skills but do not apply constraints of content- a teacher will model, but not restrict the content of a pupil’s own creation.
  • The ethos of neat and orderly presentation for all work applies to design technology, and is encouraged throughout the school.

Impact:

  • All pupils are given opportunities to extend their learning in curriculum ‘topic areas’ in a creative yet purposeful way. They are enthusiastic about their learning and increasingly more skilled in measuring and planning accurately.
  • Children are motivated by teaching of key skills and design technology opportunities.
  • As children progress throughout the school, they increasingly draw on previous skills taught and begin to attempt more complex design decisions.
  • They are more resilient and understand the importance of modelling to learn from their errors and make design improvements.
  • An increased amount of junk modelling opportunities and variation in malleable materials to develop physical strength and dexterity.
  • Children can then follow their own fascinations and challenge their own capabilities

 

Art and Design

At Michaelchurch Escley Primary School the children take inspiration from the local environment, artists from the past and cultures studied in history and RE. They have the opportunity to work with a wide range of media including: clay, paint, pastels and mod roc.

Intent:

  • Make links in learning across the curriculum to ensure enjoyment, breadth and balance
  • Encourage children to be creative in all they do
  • We want children to have ambitious intentions when planning and creating art.
  • Provide opportunity for children to practise and develop skills taught in lessons through play and clubs.
  • Provide opportunities for all children to express themselves in a way in which they are comfortable.

Implementation:

  • Themes have been carefully planned across the Acorn, Sapling and Oak classes in two-year cycles to promote creative teaching and link across the curriculum in learning
  • The work of artists from different periods and in different styles
  • Teach skills but do not apply constraints of content- a teacher will model (wherever possible linked to the style of an artist), but not restrict the content of a pupil’s own creation.
  • Use a variety of artists’ style or technique to influence own ideas
  • Wide range of media available to use creatively

Impact:

  • Children are motivated by investigating a wide range of art and styles with many going home to continue their studies further.
  • The children become increasingly confident in using and applying a range of artistic techniques.
  • Children celebrate their own individual achievements and review in class and in celebration assembly.
  • Children practise the skills taught and improve through play in EYFS and KS1.
  • Increased amount of junk modelling opportunities and variation in malleable materials to develop physical strength and dexterity.
  • Children can then follow their own fascinations and challenge their own capabilities.
  • Increase in self-esteem and confidence through expression

History

In history we bring the curriculum to life through visits and historical interpreters who visit school with artefacts.

Intent:

  • Children are engaged and motivated to deepen their knowledge further in specific areas linked to the curriculum
  • Develop cross curricular links and strengthen further links with the local and wider community and global world.
  • Deepen children’s knowledge and understanding by planning extracurricular visits.
  • Increase the children’s knowledge of local history and environment.
  • Learn how to interpret the past using high quality primary and secondary source materials.
  • Encourage children to build up a deeper appreciation of where we come from and what aspects of history have influenced modern day.

Implementation:

  • Design and construct a varied and engaging long term plan that is ambitious and ensures the topics are linked to the National Curriculum but are also linked to the interests of the children in school.
  • Teacher have good knowledge of the subject they are teaching
  • When designing a bespoke medium and long term plan links are made to ensure that the current topic is taught across all subjects.
  • Ongoing – guest speakers are invited from the local and wider community to share their knowledge of the surrounding area. These have included visitors linked to the local church, historians and also curator from Malton Museum.
  • School trips planned as appropriate.

Impact:

  • Children are engaged and motivated to learn, to develop their understanding further.
  • Learners develop a detailed knowledge.
  • Ensuring that cross curricular links are made and therefore deepens the children’s knowledge.
  • Children understand the importance of presentation and quality of work is essential in all areas.
  • All children from Reception to year 6 increase their knowledge of the area they live.
  • Engage all children more thoroughly, especially those children who learn in a more visual and interactive manner.

Geography

In geography we study local, national and global places and look at how lives are different. We also study our locality and have talks from the local history group who can explain geographical features, which link in with history.

Intent:

  • Ensure the National Curriculum for geography is implemented across the school and is designed and taught effectively to demonstrate progress.
  • Carry out a local Geographical study and compare to an alternative location.
  • Cross curricular links and ensure children have access to maps, atlas and globe.

Implementation:

  • Design and construct a varied and engaging long term plan that is ambitious and ensures the topics are linked to the National Curriculum but are also linked to the interests of the children in school.
  • Use a variety of maps including ordnance survey.
  • Ensure that resources / classroom displays support the learning of all children.
  • Children have access to technology to access digital maps.
  • Children have the opportunity to explore the local environment and develop field work skills.
  • Ensure that the children have an understanding of the local and wider community through working with the Historical Society and the Church Project Group.

Impact:

  • Children will develop contextual knowledge of globally significant places, both land and sea.
  • Children will understand how the geographical features of the world can vary and change over time.
  • Children will be able to collect and analyse data following field work.
  • Children will learn to read and interpret maps, globes etc.
  • Children will gain a deeper knowledge of their community.