Design and Technology
At Michaelchurch, Design and Technology will ignite curiosity, build confidence and encourage children to become resourceful, innovative, enterprising and capable citizens.
In this subject, we aim to give children some of the skills to tackle practical problems they may face in life, from growing their own food, repairing clothes, toys or electronics as well as the confidence and resilience needed to overcome problems they face when doing this. Children will learn about the design process by experimenting with a wide range of resources and understanding what works and what does not.
- 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.
- 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.
- 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.
- 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
- 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
In history we bring the curriculum to life through visits and historical interpreters who visit school with artefacts.
- 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.
- 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 where possible to teach the current topic across a range of 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.
- 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.
- At Michaelchurch we aim for a high-quality Geography curriculum which should inspire in pupils a curiosity and fascination about the world and its people.
- The study of Geography helps our pupils understand how the world in which we live shapes our lives, and how we in turn shape the world around us.
- Our teaching should equip pupils with knowledge about places and people; resources in the environment; physical and human processes; and the formation and use of landscapes around the world. We also want children to develop practical geographical skills: collecting and analysing data; using maps, globes, aerial photographs and digital mapping to name and identify countries, continents and oceans; and communicating information in a variety of ways.
- We also want children to enjoy and love learning about geography by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.
- We hope that in teaching in this way, our pupils become knowledgeable inhabitants of our planet, aware of its diversity and passionate about its protection.
- We implement a curriculum that is progressive throughout the whole school and ensure high standards of teaching and learning in geography.
- Geography is taught as part of a termly or half-termly topic, focusing on knowledge and skills stated in the National Curriculum.
- We enhance the classroom teaching by the use of fieldwork and educational visits.
- Our teachers are passionate and knowledgeable about the world and aim to inspire our children.
- Throughout their education at Michaelchurch, our pupils should show an increasing awareness of their role as global citizens, and be able to explain how the personal choices people make have an impact on the planet.
- They should be knowledgeable about the world, curious to discover more about its wonders, aware of the threats it faces, and passionate about its protection.
- They should recognise the way we live has been, and continues to be, affected by the geography at local, national and international levels, and be able to identify key physical and human features in landscapes.
- Our children should leave our school equipped with geographical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.