Design & Technology
Learn both disciplinary and substantive knowledge.
Enhance and Extend vocabulary.
Apply within lesson and across various units and other subjects
Remember and retain knowledge.
National Curriculum and more.
Design and Technology-intent
At Bridgewater Park, our Design and Technology curriculum aims to inspire pupils to become innovative and creative thinkers with a deep appreciation for the product design cycle, encompassing ideation, creation, and evaluation. We strive to develop pupils' confidence to take risks through drafting design concepts, modelling, and testing, and to become reflective learners who evaluate their work and the work of others. Our curriculum is designed to build an awareness of the impact of design and technology on our lives, encouraging pupils to become resourceful, enterprising citizens equipped with the skills to contribute to future design advancements.
We utilize the Kapow Design and Technology curriculum plans, which align with the National Curriculum, enabling pupils to meet the end-of-key-stage attainment targets.
Design and Technology- implementation
The implementation of our curriculum translates our intent into a progressive and effective learning experience. The Kapow Primary Design and Technology scheme supports this by outlining the three main stages of the design process: design, make, and evaluate. Each stage is underpinned by technical knowledge, including contextual, historical, and technical understanding.
Our curriculum is organised into four strands: Design, Make, Evaluate, and Technical Knowledge. These strands ensure a clear progression of skills and knowledge across each year group. The scheme follows a spiral curriculum model, revisiting key areas with increasing complexity to build on previous learning. Key areas include Cooking and Nutrition, Mechanisms/Mechanical Systems, Structures, Textiles, Electrical Systems (KS2 only), and the Digital World (KS2 only).
Lessons incorporate a variety of teaching strategies, including independent tasks, paired and group work, practical hands-on activities, and computer-based tasks. Differentiated guidance ensures accessibility for all pupils, with opportunities to extend learning as needed. Knowledge organisers support pupils in building a foundation of factual knowledge, encouraging recall of key facts and vocabulary.
Strong subject knowledge is vital for delivering an effective curriculum. Each unit includes teacher videos to develop subject knowledge and support ongoing professional development. This ensures that teachers feel confident and supported in delivering high-quality lessons that promote pupil progression.
Design and Technology- impact
The impact of the Kapow curriculum is continuously monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives.
Following the implementation of the Kapow Primary Design and Technology scheme, pupils leave primary school equipped with a range of skills to succeed in secondary education and become innovative, resourceful members of society. The expected impact includes:
- Understanding the functional and aesthetic properties of various materials and resources.
- Using and combining tools for shaping, decorating, and manufacturing products.
- Building and applying a repertoire of skills, knowledge, and understanding to produce high-quality, innovative outcomes.
- Understanding and applying principles of healthy eating, diets, and recipes.
- Appreciating key individuals, inventions, and events that impact our world.
- Recognizing the impact of decisions on the wider world in terms of community, social, and environmental issues.
- Self-evaluating and reflecting on learning to identify areas for improvement.
- Meeting the end-of-key-stage expectations outlined in the National Curriculum for Design and Technology and Computing.
Our comprehensive approach ensures that all students receive the support they need to thrive in their artistic and technological endeavours.
