Design and Technology

Implementation

We use the Kapow Primary DT scheme of work throughout our curriculum for Years 1 - 6. This scheme has been written by experts in their field and is designed to meet the National Curriculum end of Key Stage targets. 

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. 

Through Kapow’s Design and Technology scheme, children respond to design briefs and scenarios that require consideration of the needs of others. At Christ Church we prioritise the following four areas of learning:  

• Cooking and Nutrition 

• Mechanisms/ Mechanical Systems 

• Structures  

• Textiles 

Each of these 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.      

Design and Technology lessons at Christ Church 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 children with a variety of learning styles. Our teachers are informed by previous assessments when planning lessons and Kapow provides differentiated guidance to ensure that lessons can be accessed by all of our children, whilst opportunities to stretch children’s learning are also available when required. 

Design and Technology has a combined long-term plan with Art with each being taught for three half terms a year. 

In the Early Years Foundation stage the children: 

• Have daily opportunities to make their own creations using a wide range of different materials, fixings and tools which are freely available in continuous provision.
• Are taught how to use tools such as scissors, hole punch, string, cellotape, cutters etc.
• Are encouraged to talk about what they would like to make, how they will do it and what they think about it when it is finished.  
• Are encouraged to evaluate what they have made and make changes as appropriate.

At Christ Church we use various assessment tools to measure the impact on our children. Each unit of work has a quiz and knowledge catcher, which is used at the start and the end of the unit of learning. Summative assessment is also completed via scrutiny of end products against the design criteria. Achievements are formally recorded with the Curriculum Lead each term. This is recorded as either meeting national expectations (ARE) or working towards (WT) or in exceptional circumstances exceeding (GD). Curriculum Leads and class teachers use this information to inform future planning to meet the needs of our children appropriately and to inform teachers and school leaders of possible areas for development. At Christ Church pupil voice conferences are held to hear what the children have to say about Design and Technology at Christ Church and ensure they are receiving a broad and balanced curriculum. Design books and uploads on Seesaw evidence an engaging and exciting curriculum. They are viewed to check the inclusivity and consistency of teaching and active learning. Children’s work is proudly displayed in classrooms and corridors for the school and wider community to see their achievements. The progression of skills and knowledge is clearly evident at Christ Church.

Impact

The children at Christ Church leave Year six equipped with a range of skills and techniques which have been developed through curiosity and creativity, forming a strong foundation for their Design and Technology learning at Key Stage 3 and beyond. Our children have great imaginations and will have been able to use their creativity to make a wide variety of products during their time with us. At Christ Church our children talk with knowledge and excitement about their learning and are hugely proud of their Design and Technology products and achievements. 

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. 

DT in Year 5 - Textiles: Stuffed Toys (Autumn Term 1)

(Cross-curricular link: Art)

DT in Year 5 - Food Technology (Summer Term 2)

(Cross-curricular link: Geography)

DT in Year 4 - Textiles (Summer Term 2)

(Cross-curricular links: Art & History)

DT in Year 2 - Food Technology (Summer Term 2)

(Cross-curricular link: Science)

DT in Year 3 - Mechanisms (Summer Term 1)

(Cross-curricular link: Geography)

DT in Year 1 - Food Technology  (Summer Term 1)

(Cross-curricular link: Science)

DT in Year 5 - Mechanisms (Spring Term 2)

(Cross-curricular link: History)

DT in Year 3 - Food Technology (Spring Term 2)

(Cross-curricular links: Geography & Science)

DT in Year 1 - Mechanisms (Spring Term 2)

(Cross-curricular link: English)

DT in Year 4 - Locomotive Project: Part Two (Spring Term 1)

(Cross-curricular links: History & Science)

DT in Year 2 - Mechanisms: Vehicles (Spring Term 1)

(Cross-curricular link: History)

DT in Year 1 - Structures: Windmills (Spring Term 1)

(Cross-curricular links: Geography & English)

DT in Year 6 - Textiles: Ancient Greek Sandals  (Autumn Term 2)

(Cross-curricular link: History)

DT in Year 5 - Electrical Systems: Steady Hand Game (Autumn Term 2)

(Cross-curricular link: Science)

DT in Year 4 - Locomotive Project: Part One (Autumn Term 2)

(Cross-curricular link: History & Science)

DT in Year 2 - Textiles: Puppets (Autumn Term 2)

(Cross-curricular link: History)

DT in Key Stage 1 - Enrichment Day: Chef Academy  (Autumn Term 2)

DT in Year 3 - Structures: Sukkahs (Autumn Term 1)

(Cross-curricular link: RE)

DT in Reception Class (Autumn Term 1)

(Cross-curricular links: Understanding the World  & English - Reading)

DT in Year 6 - Food Technology (Summer Term 2)

(Cross-curricular link: Maths)

DT in Year 5 - Food Technology (Summer Term 2)

(Cross-curricular links: PSHE &C & Geography)

DT in Year 4 - Electrical Systems (Spring Term 1)

(Cross-curricular link: Science)

DT in Year 2 - Mechanisms (Spring Term 1)

(Cross-curricular link: History)

DT in Year 1 - Structures (Spring Term 1)

(Cross-curricular links: Geography & English)

DT in Year 6 - Textiles: Mayan Sandals (Autumn Term 2)

(Cross-curricular link: History)

DT in Year 5 - Electrical Systems: Steady Hand Game (Autumn Term 2)

(Cross-curricular link: Geography)

DT in Year 4 - Food Technology: Biscuits (Autumn Term 2)

(Cross-curricular link: Maths)

DT in Year 2 - Textiles: Puppets (Autumn Term 2)

(Cross-curricular link: History)

DT in Year 3 - Structures: Sukkahs (Autumn Term 1)

(Cross-curricular link: RE)

DT in Reception Class - Making Rainbow Fish Biscuits (Autumn Term 1)

(Cross-curricular link: English-Reading)

DT in Reception Class - Hand and Foot Biscuits (Autumn Term 1)

(Cross-curricular link: English-Reading and Science)

DT in Year 5 - Food Technology: Fair Trade (Summer Term 2)

(Cross-curricular link: Geography)

DT in Year 4 - Collage and Textiles: Cushions (Summer Term 2)

(Cross-curricular link: History)

DT in Year 3 - Food Technology: Cooking and Nutrition (Summer Term 2)

(Cross-curricular link: Science)

DT in Year 2 - Food Technology: Dips and Dippers (Summer Term 2)

(Cross-curricular link: Science)

DT in Year 2 - Mechanisms: Vehicles (Summer Term 1)

(Cross-curricular link: History)

DT in Year 1 - Food Technology: Fruit Smoothies (Summer Term 1)

(Cross-curricular link: Science)

DT in Year 2 - Moving Vehicles (Spring Term 1)

(Cross-curricular link: History)

DT in Year 1 - Structures (Spring Term 1)

(Cross-curricular link: English)

DT in Year 6- Greek Sandals (Autumn Term 2)

(Cross-curricular link: History)

DT in Year 5 - Structures - Making a Shaduf (Autumn Term 2)

(Cross-curricular link: History)

DT in Year 4 - Making Anglo-Saxon Bread (Autumn Term 2)

(Cross-curricular link: History)

DT in Year 2 - Puppets (Autumn Term 2)

(Cross-curricular link: History)

DT in Year 3 - Structures: Designing & building a Jewish Sukkah (Autumn Term 1)

(Cross-curricular link: RE)

DT in Reception - Expressive Arts and Design: The Rainbow Fish Biscuits (Autumn Term 1)