Design & Technology
The Design and Technology curriculum is a knowledge rich curriculum, based on the National curriculum, focussed on the four main aspects of the design process, the digital world, cooking and nutrition:
● Design: generating, developing, modelling and communicating design ideas, using traditional and digital techniques
● Make: electing and using a range of materials, ingredients and equipment to perform practical tasks
● Evaluate: exploring, investigating and analysing products; as well as a wider-world appreciation for key events and individuals in the field.
Assessment of products against design criteria.
● Technical knowledge: essential understanding of systems such as electrical and mechanical
● Cooking and nutrition: key principles in food such as healthy, balanced diets and seasonality
By taking an iterative approach through the steps above (Design, Make, Evaluate), pupils’ learning is focused upon designing for purpose and expressing and planning of ideas, underpinned by technical knowledge and understanding.
We aim that all pupils develop:
● the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. ● a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
● the ability to critique, evaluate and test their ideas and products and the work of others.
● an understanding and application of the principles of nutrition and learn how to cook.
● significant levels of originality and the willingness to take creative risks to produce innovative ideas and prototypes.
● an excellent attitude to learning and independent working.
● the ability to use time efficiently and work constructively and productively with others.
● the ability to carry out thorough research, show initiative and ask questions to develop an exceptionally detailed knowledge of users’ needs.
● the ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely.
● a thorough knowledge of which tools, equipment and materials to use to make their products.
● the ability to apply mathematical knowledge.
● the ability to manage risks exceptionally well to manufacture products safely and hygienically.
● a passion for the subject and knowledge of, up-to-date technological innovations in materials, products and systems.
Pupils are taught the essential knowledge and skills through the KAPOW scheme of
work. The Kapow Primary curriculum allows children to develop a secure knowledge
and understanding of the above concepts in a progressive way, showing a clear difference between pupils’ knowledge and understanding as they progress through the school.
Units of work are taught in sequence, or adapted to fit in with the order of teaching of other subjects, taking a cross curricular approach. For example, children are taught about mechanisms in year 1, where they make a moving storybook, leading on to more complex learning in year 2 (fairground wheels), year 3 (pneumatic toys), year 4 (slingshot car), year 5 (pop up book) and year 6 (automata toys).
Lessons take into account learning in previous units and year groups, and build on the skills and knowledge already acquired to enhance progression. Where possible, we link the pupils’ design and technology units to other curriculum areas, such as history and geography.
The curriculum is the progression model. If pupils are able to demonstrate they are able to know and remember more against our curriculum expectations they are making good progress and attaining expected standards.
During and/after lessons, pupils are assessed through informal assessment techniques: questioning, conferencing, reviewing written work against learning objective/success criteria, short retrieval activities, flashbacks.
At the end of units, pupils are assessed using high quality conversations and class based tasks.