DT

In order to achieve a high standard of DT education, at Baston CE Primary School, we have designed a spiral curriculum along the National Curriculum themes of: Design, Make, Evaluate, Technical Knowledge and Cooking and Nutrition. We use the schemes of work provided by Kapow to support the teaching of this subject alongside our Teaching and Learning Policy. 

Intent

Design and Technology at Baston aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. Our ambitious curriculum enables pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. Alongside the Kapow Design and Technology scheme of work, we aim to build an awareness of the impact of the subject on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.   

Implementation

At Baston CE Primary School, Design Technology is taught as a half-termly topic based on Kapow units of work. These are all detailed in our long term plans which outline the specific knowledge, skills and vocabulary to be taught in each unit. The National Curriculum organises the Design and Technology attainment targets under five strands which include: Design, Make, Evaluate, Technical Knowledge and Cooking and Nutrition. Our curriculum has clear progression of skills and knowledge within these five strands across each year group.  

Our National Curriculum mapping shows which of our units cover each of the National Curriculum attainment targets as well as each of the five strands. Our Progression of Skills shows the 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. At Baston, pupils respond to design briefs and scenarios that require consideration of the needs of others. They develop their skills in mechanisms, structures, textiles, cooking and nutrition, electrical systems and the digital world. 

We follow the design process of design, make and evaluate. We have a particular theme and focus from the technical knowledge or cooking and nutrition section of the curriculum. We use a spiral curriculum, where key areas are revisited again and again with increasing complexity, allowing pupils to revisit and build on previous learning. Our lessons incorporate a range of teaching strategies from independent tasks, paired and group work including practical hands-on, computer-based and inventive tasks. Lessons are engaging and appeal to those with a variety of learning styles. Differentiated guidance 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.  

Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary. 

The Kapow scheme includes teacher demonstration videos for most lessons to support staff CPD, as well as develop the skills of the teacher. We feel that our teachers are developing confidence and stronger subject knowledge. 

Impact

The impact of using the Kapow scheme can be monitored through both formative and summative assessment opportunities. Lessons provide guidance to support teachers in assessing pupils against the learning objectives. Furthermore, each unit has a quiz and knowledge catcher which can be used at the beginning and end of the unit. 

Pupils should leave Baston CE Primary School equipped with a range of skills to enable them to succeed in their further education and be innovative and resourceful members of society. 

They should be able to: 

• 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.