Intent

Rood End Primary School’s design and technology curriculum aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. We aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.

We use the Kapow Primary Design and technology scheme of work, which enables pupils to meet the end of key stage attainment targets in the National curriculum and the aims also align with those in the National curriculum.

Implementation

The Design and technology National curriculum outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. Cooking and nutrition has a separate section, with a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality.

The National curriculum organises the Design and technology attainment targets under five subheadings or strands:

• Design
• Make
• Evaluate
• Technical knowledge
• Cooking and nutrition

Our design and technology scheme has a clear progression of skills and knowledge within these five strands across each year group.

Through Kapow Primary’s Design and technology scheme, pupils respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in key areas:

• Mechanisms
• Structures
• Textiles
• Cooking and nutrition (Food)

The Kapow Primary scheme is a spiral curriculum, with key areas revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning.

Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including practical hands-on, and inventive tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

Strong subject knowledge is vital to the delivery of an effective and robust music curriculum.  The Kapow scheme of work supports teachers by providing all necessary subject knowledge via detailed lesson plans and videos. 

Careful consideration has been given to the placing of design technology units within our curriculum overview, to ensure that children revisit key skills and build upon them, and that children experience a range of design technology areas within each year group to develop their skills and knowledge.

Impact

The impact of design and technology teaching can be constantly monitored through
both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. Furthermore, each unit has a ‘knowledge catcher ‘which can be used at the end of the unit.

After the implementation of our design and technology curriculum, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and be innovative and resourceful members of society.

The expected impact of following the Kapow Primary Design and technology scheme of work is that children will:

• Understand the functional and aesthetic properties of a range of materials and resources.
• Understand how to use and combine tools to carry out different processes for shaping, decorating, and manufacturing products.
• Build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios.
• Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment.
• Have an appreciation for key individuals, inventions, and events in history and of today that impact our world.
• Recognise where our decisions can impact the wider world in terms of community, social and environmental issues.
• Self-evaluate and reflect on learning at different stages and identify areas to improve.
• Meet the end of key stage expectations outlined in the National curriculum for Design and technology.
• Meet the end of key stage expectations outlined in the National curriculum for Computing.