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Headteacher : James Pynn
Age Range : 3 to 11
Number of Pupils : 33

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Design and Technology

Pupils at Hovingham CE VC and St Hilda’s, Ampleforth CE VC Primary Schools 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:

Our 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.  Our intention is for the children to be ambitious when planning and creating products

Implementation:

  • Themes carefully designed across the four 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:
  • 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.
  • Children practise the skills taught and improve through play in EYFS and KS1.
  • An increased amount of junk modelling opportunities and variation in malleable materials to develop physical strength and dexterity.

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