Aims
Our DT curriculum aims to raise pupils’ awareness of how design and technology shape the way they live, work and interact with the world. It encourages children to become resourceful, enterprising individuals who have the skills to contribute to and improve the world around them.
The Design and technology scheme of work from Kapow, aims to inspire children to become curious, creative and innovative thinkers with a broad understanding of how products are designed and made, and above all, to think like designers and engineers. The curriculum is designed to be both accessible and ambitious, ensuring all learners participate and achieve. The intention is for pupils to develop the confidence to identify problems, generate ideas, plan and create products and finally evaluate their outcomes as part of the design process.
New learning is weighted toward the start of each key stage, allowing opportunity for it to be revisited and applied in later years with clear learning sequences that ensure knowledge builds over time.
- Design – generating, developing and communicating ideas through research, annotated sketches, diagrams and prototypes tailored to the needs of specific users.
- Make – selecting and using tools, materials and techniques with increasing accuracy and independence to produce high-quality products.
- Evaluate – critiquing, testing and refining ideas and final outcomes based on design criteria and user feedback.
- Technical knowledge – understanding the mechanical, structural, electrical and digital systems that underpin product functionality, alongside knowledge of materials and components.
To deliver these strands in a coherent and progressive way, the curriculum is organised into the following key areas:
- Structures – understanding how to reinforce, stabilise and assemble objects, from simple junk modelling to complex frameworks like bridges.
- Mechanisms and mechanical systems – exploring movement through simple mechanisms, such as sliders, levers, cams, gears and pulleys.
- Textiles – developing joining, stitching and decorative skills to create purposeful fabric-based products.
- Electrical systems (KS2 only) – designing and making products that use electrical circuits, switches, motors and sensors.
- Digital world (KS2 only) – applying computing knowledge to control and monitor products, and using CAD tools to design for specific needs.
- Cooking and nutrition – understanding where food comes from and developing the skills to prepare, cook and evaluate healthy dishes.
Each unit is drawn from one of the key areas, forming part of a carefully sequenced spiral curriculum. Pupils revisit the key areas each year, deepening their knowledge and refining their skills to create increasingly functional, innovative and meaningful products.
All lessons include links to the appropriate National curriculum statements. To learn more, see the D&T: National curriculum mapping document.
Kapow Primary’s D&T content for EYFS is designed to align with the EYFS Statutory Framework. While Design and technology is not a discrete subject in the EYFS Framework, the activities support practitioners in introducing key concepts such as planning, selecting materials, constructing and evaluating through child-led exploration, play and adult-guided tasks.
Although there are no specific Early Learning Goals for D&T, Kapow Primary’s EYFS units lay the foundations for future learning by developing children’s fine motor skills, creativity and confidence in using tools and materials for a purpose.
The D&T: Progression of skills and knowledge document outlines a clear progression from EYFS and KS1. The component knowledge and skills are mapped across the six key areas: Structures, Mechanisms, Textiles, Electrical systems, Digital world, and Cooking and nutrition. This ensures a cohesive and developmentally appropriate pathway from EYFS to Year 6.
