Intention

The Design and technology scheme of work, provided and facilitated by Kapow Primary, aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. Pupils will 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. Through this scheme of work, the aim is 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. The Design and technology scheme of work 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. EYFS (Reception) units provide opportunities for pupils to work towards the Development Matters statements and the Early Learning Goals.

Implementation

The Design and technology National curriculum outlines the three main stages of the design process, which are underpinned by technical knowledge: design, make and evaluate. The National curriculum organises the Design and technology attainment targets under five strands: Design, Make, Evaluate, Technical knowledge, and Cooking and nutrition. Kapow Primary’s Design and technology spiral 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 six key areas: Mechanisms, Structures, Textiles, Food, Electrical systems (KS2) and, Digital world (KS2). Each of the key areas follows the design process and has a particular theme and focus from the curriculum. 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. Planning ensures that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required.

Impact

The impact is constantly monitored through both formative and summative assessment opportunities. 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.