Design and Technology
Intent
At Blakehill Primary School our vision is to build a Design Technology curriculum which develops learning, gaining of new skills and knowledge. We follow the Kapow Primary Design and Technology scheme which aims to inspire pupils to become curious, creative and innovative thinkers with a broad understanding of how products are designed and made, in other words, to think like designers and engineers. The intention is for pupils to develop the confidence to identify problems, generate ideas, plan and create products and evaluate their outcomes.
Implementation
The scheme aims to raise pupils’ awareness of how design and technology shape the way they live, work and interact with the world. It encourages pupils to become resourceful, enterprising individuals who have the skills to contribute to and improve the world around them.
The scheme supports teachers in developing their subject knowledge and skills, enabling the delivery of engaging, well-informed lessons with confidence. The curriculum is designed to be both accessible and ambitious, ensuring all learners’ full participation and potential achievement.
Implementation
At Blakehill Primary School we will implement a curriculum that:
Follows the National Curriculum Design Technology Programmes of study. 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 four subheadings: Design, Make, Evaluate, and Technical knowledge. We have taken these subheadings to be our Kapow Primary strands: Design , Make , Evaluate & Technical knowledge.
We believe a strong subject curriculum should be:
- Structured: Think like an architect! It needs a clear and logical framework, with balanced coverage that reflects statutory requirements and best practices.
- Progressive: Ensuring purposeful learning that builds over time and is carefully sequenced to develop knowledge and skills.
- Inclusive: It should work for every pupil. Additionally, content should represent a broad range of cultures, histories and perspectives.
- Related to other learning: Pupils should have opportunities to connect their learning, using skills learned within a subject. It’s also important to make links between different subjects, enhancing cross-curricular learning. Beyond this, a curriculum should support pupils’ personal development, oracy skills, and critical thinking.
-Ambitious: Involve subject specialists and set high expectations with enough depth to encourage rigorous disciplinary knowledge.
-Loved: A curriculum should be engaging, interesting, and inspiring for both pupils and teachers. It should spark curiosity and creativity.
SEND
Impact
The impact of Kapow Primary’s scheme 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 unit quiz and knowledge catcher which can be used at the start and/ or end of the unit. After the implementation of Kapow Primary Design and technology, 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.
Design Technology is also monitored by the subject leader throughout the year in the form of book monitoring, looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place. Their work, which is displayed in their topic books, floor books, displays and classrooms will show a progression of skills and knowledge.