At St Peters C E Primary Academy, we provide a loving, caring and supportive environment that ensures every child has the opportunity to reach their full potential. We are committed to providing all children with learning opportunities to engage in Design and Technology and believe that every child within our school should have full access to the Design and Technology provision as laid down in the National Curriculum regardless of age, gender or ability. At St Peters C E Primary Academy, we aim for Design and Technology to be an inspiring, rigorous and practical subject, encouraging creativity and imagination.

 

Intent

In Design and Technology pupils design, make and evaluate products that solve real and relevant problems, within a variety of contexts, considering their own and others’ needs, wants and values. Children are taught to select and use appropriate tools safely and effectively to make a product. In all areas of Design and Technology the children are encouraged to consider the effectiveness of their designs and requirements of the product. Every child will have the opportunity to learn and extend their understanding, experience and application in the use of design technology in as wide a variety of situations as possible.

Looking at our whole school vision and the drivers for our curriculum I have looked at each driver and thought about how our Art and design curriculum will deliver each one.

Social Responsibility

The children will use their experience within the Design and Technology curriculum to find opportunities to benefit others. We will provide opportunities to consider ways in which their designs could make life easier for people, particularly those who may face challenges.

Independence

Our Design and Technology Curriculum will encourage our pupils to reflect on their role both independently but also as part of a group. This will develop useful skills that are transferable to the world of work – showing that we have a responsibility for ourselves and also within a group.

Diversity

Our Design and Technology curriculum will give our children opportunities to consider life challenges on a local and wider world context. They will be introduced to cultural and social contexts beyond those they are familiar with.

Knowledge as its own intrinsic value

We hope to engender a love of challenge in our pupils and create pupils who are: creative, innovative; collaborative; designers and evaluators.

 

Implementation

Design and Technology teaching at St Peters delivers the requirements of the National Curriculum through use of the Kapow scheme of work. It is taught during the 2nd half term of each term ( with Art and Design being taught in the 1^st half of each term).

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. These are covered thoroughly and systematically by the Kapow Scheme of work which covers the 6 key areas identified for coverage:

● Cooking and nutrition

● Mechanisms/ Mechanical systems

● Structures

● Textiles

● Electrical systems (KS2 only)

● Digital world (KS2 only)

Pupils revisit each of these throughout their time at St Peters C E Primary Academy. Kapow Design and technology scheme has a clear progression of skills and knowledge within these strands and key areas across each year group.

This scheme, enables pupils to respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in the six key areas.

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. The scheme provides ideas and guidance to ensure that lessons are inclusive so that children of all abilities can access them with an appropriate level of challenge.

Strong subject knowledge is vital for staff to be able to deliver a highly effective and robust Design and technology curriculum. The Kapow Scheme supports staff in ensuring the best possible outcomes for our pupils by providing a range of teacher videos to develop subject knowledge and support ongoing CPD, recognising that many teachers do not feel confident delivering the full Design and technology curriculum.

 

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.

After following our Design and technology scheme, 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.

 

We measure the impact of our curriculum through the following methods:

• Pupil discussions and interviewing the pupils about their learning (pupil voice).

• LAC monitoring with our Design and Technology link governor.

• Annual reporting and tracking of standards across the curriculum.

• Photo and video evidence of the pupils practical learning.

• Use of the assessment tools provided within the Kapow scheme.

• Dedicated Design and Technology leader time enabling the subject coordinator to monitor implementation of the subject across the school

Subject Fingerprints

We want our children to begin to think like designers/technicians. The integrity of the subject is important to us. We have designed 5 key 'fingerprints' that we feel encapsulate what we want DT to be, which supports teachers to plan and supports children to start to think like an expert. Please see our subject fingerprints on our Curriculum Overview page for more information.

Please see below for the Art and DT medium-term plan.