Intent

The Kapow Primary Design and Technology curriculum is designed to inspire creativity, innovation, and problem-solving skills in children. It aims to equip children with the knowledge and skills necessary to tackle practical, real-world problems and create their own solutions using design and technology. The curriculum focuses on developing technical skills, design thinking, and an understanding of materials, tools, and processes in a way that is age-appropriate and progressive.

Key Intentions:

1. Skill Development and Progression: The curriculum ensures that students develop essential skills over time, from understanding simple mechanisms and structures to applying sophisticated design thinking and technical knowledge.
2. Encouraging Creativity and Innovation: Children are encouraged to explore, experiment, and use their imagination to design and create functional products. The aim is to foster curiosity and innovation.
3. Real-world Application: Students engage in designing and making projects that solve real-life problems, enabling them to apply their learning in practical contexts.
4. Building Critical Thinking and Problem-Solving Skills: The curriculum encourages students to analyse needs, plan, test, evaluate, and improve their designs.
5. Inclusivity and Accessibility: The scheme is carefully structured to cater to a wide range of abilities. All children can engage with the curriculum at their own level, with differentiated activities and support.
6. Cross-curricular Integration: D&T projects link to other areas of the curriculum, such as science (materials, forces), mathematics (measurement, geometry), and history (designers, inventions), making learning more meaningful and interconnected.

EYFS

In Design Technology, the aim is to introduce children to the world of making and designing. Using the Kapow Primary scheme, we want children to experience the joy of turning ideas into reality. They will learn how to use tools and materials to create simple objects and structures. The focus will be on developing their problem-solving skills, creativity, and an understanding of how things are built. We want children to feel empowered as they design, make, and evaluate their own projects.

Implementation

To effectively implement the Kapow Primary D&T curriculum, the following strategies are used:

1. Clear Progression of Skills: The D&T curriculum is structured to ensure that skills are built incrementally. Each year group focuses on different aspects of design and making:
    
   • Key Stage 1 (Year 1 and 2): Students focus on understanding materials, basic mechanisms, and the process of making. They use simple tools and work on designing and making basic products.
   • Lower Key Stage 2 (Year 3 and 4): Students explore more advanced techniques, including mechanisms (e.g., levers, pulleys), structures, and textiles. They also consider the functionality of designs and user needs.
   • Upper Key Stage 2 (Year 5 and 6): Children apply advanced knowledge of mechanisms, structures, and electrical systems to create working products. They are encouraged to plan, design, and make independently, incorporating sustainability and evaluating the effectiveness of their designs.

2. Differentiated Tasks and Support: The curriculum provides differentiated tasks to ensure accessibility for all students:
    
   • Lower ability students: Activities are scaffolded, with pre-cut materials, simple design briefs, and visual guides to support them through the process.
   • Higher ability students: Opportunities for more complex tasks such as incorporating electronics, working with a wider range of materials, and designing products that have specific user needs or sustainability considerations.

3. Resources and Tools: A variety of materials and tools (e.g., fabrics, wood, card, plastic, electronics, and CAD software) are introduced as children progress through the curriculum. Teachers ensure safe, supervised use of tools and that students learn how to handle materials responsibly.
    
4. Assessment: D&T assessment focuses on both the process (planning, making, testing, and evaluating) and the product (quality of the finished design). Teachers provide formative feedback throughout the projects and summative assessment at the end. Students are encouraged to evaluate their own work and consider ways to improve their designs.
    
5. Cross-curricular Integration: D&T projects link with other subjects like science (understanding materials and forces), maths (measurement, geometry), and history (design movements, famous designers). Teachers ensure that D&T projects are integrated into the broader curriculum to make learning more relevant.

6. Inclusive Practices: Differentiation is key to ensuring all students can access the D&T curriculum. Teachers provide visual instructions via Kapow Primary student videos, step-by-step guides, and individual support as needed for children with SEN or learning difficulties. For more advanced learners, enrichment activities like complex design challenges are incorporated.

EYFS

In Design Technology, children will have fun experimenting with materials and tools to design and make their own creations. The Kapow Primary scheme focuses on practical, hands-on projects that allow children to explore how things are made and how they work. Here’s what children will be doing:

• Building and Constructing: Using blocks, recycled materials, and other simple resources, children will create models like bridges, houses, or even cars. They will learn how to join materials together, improving their coordination and problem-solving skills.
• Using Tools: In a safe and supervised environment, children will learn to use simple tools like scissors, glue sticks, and even hole punches to manipulate materials. This helps them develop fine motor skills and an understanding of how tools help in making things.
• Simple Mechanisms: Children will explore how things move—creating models that include basic mechanisms, such as wheels or levers. This introduces them to the fundamentals of how things function and how designs can solve problems.
• Designing and Making: Children will be encouraged to think creatively, first coming up with ideas (e.g. designing a vehicle or a toy) and then working to make their ideas come to life. They will learn the value of testing and adjusting their designs, which teaches them about resilience and critical thinking.

Through these activities, children will develop key skills such as:
Problem-solving and critical thinking
Fine motor control (cutting, joining, assembling)
Creativity and innovation
Understanding of how basic mechanisms work
Communication skills (explaining their design ideas and process)
Confidence in trial and error, learning from mistakes

Impact

The Kapow Primary D&T curriculum has a significant impact on children’s learning and development, with measurable outcomes in both skills acquisition and personal growth.

1. Skill Progression:
    
   • In Key Stage 1 (Years 1 and 2), children start with basic design and making skills. They learn how to use simple tools, identify different materials, and construct basic models. Activities focus on understanding design processes through simple problem-solving tasks.
   • In Years 3 and 4, children develop more advanced skills such as designing with moving parts, using more complex tools (e.g. scissors, glue guns, or simple hand drills), and understanding the properties of materials. They also begin to consider user needs in their design projects, such as creating products that are both functional and aesthetically pleasing.
   • In Years 5 and 6, students are expected to apply their knowledge of mechanisms, structures, and electrical systems to create working models. They refine their designs based on evaluation, and work more independently to tackle open-ended challenges. They also explore more complex areas like digital technologies, CAD and sustainability in design.

2. Creativity and Innovation: By allowing children to design and make their own products, the Kapow Primary D&T scheme nurtures innovation and creativity. Over time, students develop confidence in experimenting with new ideas and trying out different approaches to problem-solving. By Year 6, students are able to confidently design and build a product from start to finish, applying their creativity to find unique solutions.
    
3. Critical Thinking and Problem-Solving: D&T encourages children to think critically, plan systematically, and evaluate their designs. As they progress, students become increasingly adept at identifying problems, coming up with solutions, testing their designs, and refining their work. These skills translate not only to other areas of learning but also to life skills.
    
4. Cultural and Real-World Awareness: Throughout the curriculum, students are introduced to famous designers, engineers, and innovators from different cultures and time periods. This gives them a deeper appreciation for how design has shaped the world around them, from everyday household objects to cutting-edge technology.
    
5. Inclusive Learning: The Kapow Primary D&T curriculum is structured to be accessible for all learners. Children who need additional support can be given scaffolded tasks with visual aids, simplified instructions, and pre-prepared materials. More advanced learners can be challenged with open-ended tasks, design challenges, and the integration of more advanced technologies (e.g., basic robotics, computer-aided design). This ensures that children at all levels can engage with and progress in the subject.
    
6. Collaboration and Communication: Many D&T projects involve group work, which fosters collaboration, communication, and team-building skills. By working together on design briefs, students learn to share ideas, listen to others, and combine their skills to create successful projects.
    
7. Pride and Achievement: Designing and making a product that works and serves a purpose brings a sense of pride and accomplishment. Over time, students see the tangible results of their efforts and develop a sense of ownership over their designs. This contributes to greater self-confidence and a sense of success.

EYFS

By the end of Reception and Nursery, children will have:
Mastered basic skills in using tools and materials to create simple objects and structures.
Developed problem-solving skills through practical challenges, like creating a toy that moves or building a strong structure.
Learned how to make designs work by experimenting and adjusting their ideas, showing persistence and resilience.
Gain an understanding of simple mechanics, such as how wheels turn or how to join materials together securely.

The impact in DT will be clear in the children’s ability to design, make, and discuss their creations. They will show an eagerness to experiment, learn from their mistakes, and try new ideas. As they work, they will build a sense of accomplishment, knowing they’ve created something that works and has a purpose.

Streamlining for Accessibility and Differentiation

The Kapow Primary D&T scheme is intentionally designed with accessibility in mind:

1. Differentiated Tasks: Tasks are carefully scaffolded to meet the needs of different learners. For instance:
    
   • Students who need additional support can focus on simpler design challenges with clear instructions and a limited set of materials.
   • Students with more advanced understanding are encouraged to explore more complex challenges, integrate advanced technologies, or tackle environmental or sustainability issues in their designs.

2. Flexible Resources: The curriculum makes use of various materials and resources, which can be adapted to meet the specific needs of the learners. For example, children who need additional support may use templates, pre-cut pieces, or digital design tools to help visualise and build their designs.
    
3. Assessment for Progression: Teachers assess students' progress in D&T not only by evaluating the final product but also through observing their design process, problem-solving skills, and ability to adapt and refine their ideas. Formative assessments help identify when a child needs additional support or when they are ready to move on to more challenging tasks.
    
4. Emphasis on Practical Learning: D&T is inherently hands-on, allowing students to learn through doing. This tactile approach is particularly beneficial for children who may struggle with more abstract forms of learning, as they can see and feel the results of their decisions.
    

General Design and Technology sites

https://www.exploratorium.edu/pie/ideas.html#page

http://www.foodafactoflife.org.uk/