The National Curriculum Programme of study 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.
We have identified five key strands which run throughout our scheme of work
- Technical knowledge
- Cooking and nutrition
Six Key areas
There are six key areas that are revisited each year, with Electrical systems and Digital world beginning in KS2. The areas enable all subject leads, specialists or non-specialists, to understand and make it easy for teachers to see prior and future learning.
Cooking and nutrition:
Where food comes from, balanced diet, preparation and cooking skills. Kitchen hygiene and safety. Following recipes.
Mechanisms/ Mechanical systems:
Mimic natural movements using mechanisms such as cams, followers, levers and sliders.
Material functional and aesthetic properties, strength and stability, stiffen and reinforce structures.
Fastening, sewing, decorative and functional fabric techniques including cross stitch, blanket stitch and appliqué.
Operational series circuits, circuit components, circuit diagrams and symbols, combined to create various electrical products.
Program products to monitor and control, develop designs and virtual models using 2D and 3D CAD software.
The design process
The Design and technology national curriculum outlines the three main stages of the design process: design, make and evaluate. Each KAPOW Primary unit follows these stages, to form a full project. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical and technical understanding, required for each strand.
Design criteria (e.g. tailoring to an audience/user).
Idea generation (e.g. annotated sketches).
Idea development (e.g. templates, pattern pieces.).
Models and prototypes (both virtual and physical).
Cross-sectional and exploded diagrams.
Innovative, fit-for-purpose and functional product solutions to design problems.
Select and use appropriate tools and equipment.
Understand and select materials and components (including ingredients) based on their aesthetic and functional properties.
Carry out practical tasks with increasing accuracy and precision.
Understand the importance of, and follow the health and safety rules.
Explore existing products.
Evaluate against a list of design criteria.
Evaluate, investigate and analyse existing products.
Evaluate their own and others’ ideas.
Understand how key events and individuals have helped to shape the world of D&T.
Consider feedback to make improvements.
Cooking and nutrition has a separate section in the D&T National Curriculum, with additional focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality. Food units still follow the design process summarised above, for example by tasking the pupils to develop recipes for a specific set of requirements (design criteria) and to suggest methods of packaging the food product including the nutritional information.
The scheme of work has been designed as a spiral curriculum with the following key principles in mind:
✓ Cyclical: Pupils return to the key areas again and again during their time in primary school.
✓ Increasing depth: Each time a key area is revisited it is covered with greater complexity.
✓ Prior knowledge: Upon returning to each key area, prior knowledge is utilised so pupils can build upon previous foundations, rather than starting again.
Progression of skills and knowledge
The progression of skills and knowledge identifies progression within each phase of school across each of the six key areas. The progression of skills links to the design process: design, make and evaluate. The progression of knowledge links to technical knowledge and additional knowledge.
<— Click on the image to view the progression document for Design and Technology
Our long-term overview shows where each of the six key areas are taught. In order to fulfil the requirements of the national curriculum, in Spring 2 and Summer 2, all classes in KS1 and KS2 engage in a food unit and a textiles unit. These are taught over the course of the half term. In Autumn 1, 2, Spring 1 and Summer 1, our DT curriculum is taught over the course of an individual day.
Regular opportunities to revisit vocabulary and knowledge are provided through our Flashback Friday events – these take place once every 4 weeks and act as a means of retrieving and recalling previously learnt knowledge and vocabulary across a broad range of wider curriculum subjects.
<— Click to view the long term over view for D & T
Knowledge organisers are designed for each unit to build a foundation of factual knowledge in addition to mapping out key tier 3 vocabulary taught within a specific unit.
We recognise the importance of building children’s tier 2 and tier 3 vocabulary. Our scheme of learning outlines the key vocabulary covered within each design and technology unit. Within lessons, teachers will explicitly teach the meaning of newly encountered vocabulary and retrieval practice will be used to revisit these key terms to ensure that children remember them.
<— Click to view vocabulary document
We recognise that strong subject knowledge is essential for teachers to be able to deliver a highly effective DT curriculum. KAPOW offers numerous teacher videos to develop strong subject knowledge and provide ongoing CPD. This is available for every unit to support teachers in feeling confident to deliver the full Design and Technology curriculum ensuring that lessons are delivered to a high standard and children make good progress.