Intent

Our D&T curriculum helps our pupils to appreciate every-day products and inventions in our modern world through observations, asking questions and researching. Children will understand the process of creating a new product as they design, make and evaluate their own products with consideration of the intended user and purpose of their product. Children will develop technical skills through focused tasks where they investigate mechanisms, materials and components needed for their product.  

By the end of Key Stage 2, pupils will have made a wide range of products for different purposes and contexts using a design, make and evaluate process. Children will understand how to apply their technical knowledge and justify their design decisions.

Our aim is for children to develop pride and enjoyment in their abilities as innovators and designers in creating functional products with the skills to communicate, collaborate, persevere, self-reflect and solve problems.

Implementation – How is the curriculum being delivered?

We use Kapow combined scheme with Art and Design and Design and Technology  to meet the national curriculum programme of study for Design and Technology and to achieve good practice in D&T.

The National curriculum organises the Design and technology attainment targets under four subheadings:

● Design

 ● Make

● Evaluate

 ● Technical knowledge

Cooking and nutrition is given a particular focus in the National curriculum and we have made this one of our six key areas that pupils revisit throughout their time in primary school:

● Cooking and nutrition

● Mechanisms/ Mechanical systems

 ● Structures

 ● Textiles

● Electrical systems (KS2 only)

 ● Digital world (KS2 only)

Our Progression of skills shows the skills and knowledge that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of each key stage.

Through our Kapow Design and technology scheme, pupils respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in the six key areas. Each of our key areas follows the design process (design, make and evaluate) and has a particular theme and focus from the technical knowledge or cooking and nutrition section of the curriculum.

The 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, computer-based 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.

Impact - What difference is the curriculum making?

The impact of learning is constantly monitored through both formative and summative assessment opportunities. After the implementation of our Kapow condensed 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 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.

Design and Technology will promote British Values by ensuring children respect each other through constructive criticism.

Design and Technology will help pupils develop a Growth Mindset through perseverance and critical thinking when developing a product whilst problem solving and communicating with others.

Please see the Policy Page for further information on this subject.

Please see Curriculum Overview Page for further information on coverage across each year.