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Design Technology

Creativity is allowing yourself to make mistakes.

Design is knowing which ones to keep.

Implementation

 

Our 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. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing. We also want them to be reflective learners who evaluate their work and the work of others. Through our scheme of work, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens. Kapow's design and technology scheme of work enables pupils to meet the end of key stage attainment targets in the national curriculum. The aims also align with those in the national curriculum.

 

National Curriculum Aims

 

The national curriculum for design and technology aims to ensure 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
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • critique, evaluate and test their ideas and products and the work of others
  • understand and apply the principles of nutrition and learn how to cook.

 

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 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 five subheadings or strands:

Design

Make

Evaluate

Technical knowledge

Cooking and nutrition

 

The design and technology scheme has a clear progression of skills and knowledge within these five strands across each year group. The National Curriculum mapping shows which units cover each of the National curriculum attainment targets as well as each of the five strands. The progression of knowledge and skills shows the knowledge and skills that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of each key stage.

 

Through the 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:

  1. Mechanisms
  2. Structures
  3. Textiles
  4. Cooking and nutrition (Food)
  5. Electrical systems(KS2)
  6. 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 ofthe curriculum.

 

Kapow is a spiral curriculum, with key areas revisited again and again with increasing complexity. 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.

 

Guidance on adaption 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. 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 so that teachers feel supported to deliver high quality lessons.

 

Impact

 

The impact of our Design Technology curriculum 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.

 

The expected impact of following our 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.
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