DT
'Design is not just what it looks and feels like. Design is how it works.' Steve Jobs
Our school vision underpins our design and technology curriculum, enabling children to flourish into enthusiastic and resilient learners who respect and support each other through their creative learning journey.
Intent
At St Mark's, our Design and Technology curriculum is designed to inspire creativity, problem-solving and practical skills, enabling children to design and make products that are purposeful, functional and appealing.
As a Church of England school, we recognise the importance of nurturing curiosity, resilience and resourcefulness as part of children's holistic development. Through DT, pupils are encouraged to reflect on real-world needs, consider the impact of design on daily life, and develop an appreciation of human ingenuity and innovation.
Our curriculum is delivered through the Kapow Primary Design and Technology scheme of work, which provides a clear, sequenced and progressive framework for learning. This ensures that pupils build both substantive knowledge (materials, mechanisms, structures, food and textiles knowledge) and disciplinary knowledge (the processes of designing, making, evaluating and improving).
In the Early Years Foundation Stage, we aim to develop children’s curiosity, creativity and early problem-solving skills through purposeful opportunities to explore, construct and make. Children are encouraged to experiment with a range of materials and tools, developing confidence, independence and early design and making skills that form the foundation for the Kapow Design and Technology curriculum in Key Stage 1.
By the end of KS2, we aim for all pupils to:
- Develop creativity and imagination through designing and making.
- Acquire a secure understanding of materials, tools, structures, mechanisms and systems.
- Apply knowledge of how products are designed, made and evaluated.
- Develop practical skills to safely use tools and equipment.
- Think critically about real-world problems and generate innovative solutions.
- Evaluate existing products and their own work using appropriate vocabulary.
- Understand the role of design and technology in shaping the world around them.
Implementation
Design and Technology is taught using the Kapow Primary DT scheme, which provides a structured and progressive curriculum from Early Years (where appropriate) through to Year 6. Learning is organised into key strands including structures, mechanisms, textiles, electrical systems and food and nutrition.
The Kapow curriculum ensures that pupils revisit and build upon prior learning, developing increasing technical understanding and design capability over time.
In the Early Years Foundation Stage, Design and Technology is delivered through the Expressive Arts and Design area of learning. Children are given regular opportunities to explore, construct and make using a wide range of materials and tools in both continuous provision and adult-led activities.
They develop early skills in joining, cutting, building and problem-solving, and are encouraged to experiment, adapt and talk about their creations. These experiences build the foundations for the Kapow Design and Technology curriculum in Key Stage 1.
In KS1 and KS2, pupils are taught through a design, make and evaluate cycle, underpinned by technical knowledge and vocabulary. They are given opportunities to:
- Investigate and evaluate existing products and designs.
- Develop design criteria based on user needs and purposes.
- Generate, develop and communicate ideas through discussion, sketches and models.
- Select appropriate tools, materials and techniques for specific purposes.
- Make products with increasing accuracy and independence.
- Test, evaluate and refine their work against design criteria.
Teachers deliver learning through a balance of modelling, guided practice and independent application. Lessons emphasise problem-solving, resilience and reflection, ensuring pupils understand that design is an iterative process.
Health and safety is explicitly taught and reinforced when using tools and equipment. Pupils are encouraged to work both independently and collaboratively, developing teamwork and communication skills.
Assessment is ongoing using our self-developed 'Pilgrim Progress' and based on pupils’ ability to apply knowledge, skills and understanding within design tasks. Evidence is gathered through practical outcomes, discussion and recorded reflections.
For those children with additional, identified needs or a barrier to learning we adapt our teaching in many different ways. including:
- instructions may be simplified and supported with visual prompts, modelling and step-by-step guidance.
- visual aids / actions / symbols/ sentence starters (based on widgit symbols)
- pre-teaching of new vocabulary/ visual wordbanks
- resources may be pre-prepared or adapted to reduce cognitive load and support success.
- extra space to work
- pupils are supported through targeted adult support, peer collaboration and flexible groupings.
- alternative tools, materials or methods of recording are provided where appropriate to support access and safety.
Impact
The impact of our Design and Technology curriculum is that pupils leave our school with the confidence and capability to design, make and evaluate products that meet real and meaningful needs.
Pupils will:
- Demonstrate increasing competence in designing, making and evaluating.
- Apply technical knowledge of structures, mechanisms, systems, textiles and food.
- Use tools and equipment safely and effectively.
- Think creatively and critically to solve practical problems.
- Evaluate both existing products and their own work using appropriate vocabulary.
- Show resilience by improving and refining their designs through iteration.
- Understand how design and technology contributes to everyday life and society.
By the end of the Early Years, children show confidence in using a range of materials and tools, demonstrate early problem-solving skills, and can talk about what they have made. These foundations prepare them for the structured design, make and evaluate approach in Key Stage 1.
By the end of Key Stage 2, pupils have developed a secure foundation of practical and technical skills, alongside an understanding of how design influences the world around them. They are well prepared for the next stage of their education and able to approach problems with creativity, confidence and independence.
