At Lyon Park, Key stage 1 and 2 follow the Kapow Primary Design and Technology scheme of work.

Intent
Kapow Primary's Design and technology scheme of work 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 refelctive 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.

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 seperate section, with 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 strands

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

Kapow Primary's Design and technology scheme has a clear progression of skills and knowledge within these five strands across each year group.

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
• Cooking and nutrition (Food)
• Electrical systems (KS2)
• Digital world (KS2)​

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 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, computer-based and inventive tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Differentiated guidance is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils' learning are available when required. 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 for staff to be able to deliver a highly effective and robust Design and technology curriculum. Each unit of lessons includes multiple teacher videos to develop subject knowledge and support ongoing CPD.

Impact

The impact can be constantly monitored through both formative and summative 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. Pupils should leave school 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.

Early Years Foundation Stage (EYFS)
In the EYFS there are many opportunities for carrying out Design and technology based activities. Designing and making is identified as a strand within expressive arts and design: exploring and using media and materials. By the end of the EYFS, most children should be able to:

• Construct with a purpose in mind, using a variety of resources
• Use simple tools and techniques competently and appropriately
• Build and construct with a wide range of objects, selecting appropriate resources and adapting their work when necessary
• Select the tools and techniques they need to shape, assemble and join materials they are using​

Please see links below for further information

Progression of knowledge and skills
Art and design and Design and technology overview
Example knowledge organiser