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Design Technology

Our Curriculum Intent for Langton Primary School

At Langton, we believe in Education for Life. We see our children thrive in our caring small village school set in a beautiful location on the edge of the Yorkshire Wolds.

Our aim is to ensure our children have aspirations and are well prepared for the future – to move into adult life with confidence in order to be part of the national and global community. Likewise, we make the most of our local environment and encourage parental and community engagement. Through this, we nurture their personal characteristics such as strength, resilience and enthusiasm for learning. We teach an engaging topic-based curriculum which provides opportunities for ALL our children to experience the world beyond the classroom – to share life experiences and gain an understanding of cultural diversity in an ever-changing world.

To see a full breakdown of our Design & Technology Curriculum, please select Design & Technology Curriculum Breakdown

Intent of the D.T  Curriculum

  • Encourage creativity by planning ambitiously and creating to match their designs
  • A passion for design technology and knowledge of innovations in materials, products and systems
  • The ability to manage risks well and to make products safely, effectively and hygienically
  • The ability to use knowledge and make links to other areas of learning and the curriculum (maths, science, English, topic)
  • The ability to work with others, research, show initiative, question, design, use tools, materials and equipment to create and make products sustainably and effectively.
  • Provide opportunities for children to practise and develop skills taught through play and practical based activities and clubs


Implementation of the Design and technology Curriculum

  • Themes are carefully designed across the school in planned cycles to promote creative teaching and th make links across the curriculum in learning
  • Children are taught a skills based D & T curriculum through projects and topics including – sewing, baking, planning, designing, constructing and deconstructing (winding lighthouses and pulleys, turning axles, puppet making)
  • D & T lessons are used as a platform to apply maths, science, English and sustainable living (PHSCE) skills and knowledge
  • Children are encouraged to investigate and problem solve, so developing perseverance and resilience
  • The subject leader is available to support and offer guidance on how to deliver effective opportunities for learning competently and confidently across the school
  • Teaching skills and safety and prioritising the need for accurate planning but constraints are not applied to a pupils creation
  • The mentality of neat and orderly presentation for all work also applies to D & T and is encouraged throughout the school
  • Long Term Planning ensures coverage and completion of the E.Y.F.S and N.Curriculum as well as individuality of topic and theme approaches
  • Differentiation will be evident in classes due to the mixed age groups
  • Specific vocabulary, language, names and terminology will be used in sessions


Impact of the Design and technology Curriculum

  • All pupils are given opportunities to extend their learning in curriculum ‘topic areas’ in a creative but purposeful way
  • They are enthusiastic with regard to their learning and become increasingly more skilled and accurate in measuring, planning & using tools
  • Children are motivated by the teaching of safety and key skills and the opportunities available in D & T
  • As children move through the school, they can draw upon previous learning and skills taught and mastered. They begin to attempt more complex designs and make more individual decisions
  • Pupils resilience and independence develops. They start to see the importance of researching and modelling to alleviate errors and make improvements.
  • In E.Y.F.S and K.S.1 play based activities will help develop knowledge and skills (such as junk modelling, variation in malleable materials and use of tolls to develop dexterity and strength).
  • All children make good or better progress and are confident and resilient learners
  • Children have an understanding of diversity, environmental considerations, aesthetics and the opportunities for social mobility through their work