. Intent
This section outlines the overall D&T curriculum plan, including its structure, sequencing and the specific knowledge and skills students are expected to acquire.
Curriculum aims
Kapow Primary’s Design and technology scheme of work aims to inspire pupils to become curious, creative and innovative thinkers with a broad understanding of how products are designed and made, in other words, to think like designers and engineers. The intention is for pupils to develop the confidence to identify problems, generate ideas, plan and create products and evaluate their outcomes.
The scheme aims to raise pupils’ awareness of how design and technology shape the way they live, work and interact with the world. It encourages pupils to become resourceful, enterprising individuals who have the skills to contribute to and improve the world around them.
The scheme supports teachers in developing their subject knowledge and skills, enabling the delivery of engaging, well-informed lessons with confidence. The curriculum is designed to be both accessible and ambitious, ensuring all learners’ full participation and potential achievement.
The strands
Kapow Primary’s Design and technology curriculum is structured around four strands that run through every unit:
- Design.
- Make.
- Evaluate.
- Technical knowledge.
These strands ensure a balanced coverage of the substantive, disciplinary and procedural knowledge pupils need to progress in Design and technology.
They support the development of creativity, problem-solving and technical understanding, preparing pupils to design purposeful, functional products with increasing independence and confidence.
Progression
The D&T: Progression of skills and knowledge document provides an overview of the skills and knowledge covered in each phase and strand. It explains how D&T skills and knowledge are developed to support pupils in reaching key stage outcomes as outlined in the National curriculum.
New learning is weighted toward the start of each key stage, allowing ample opportunity for it to be revisited and applied in later years. As a result, knowledge accumulation may appear heavier in some year groups than others.
Types of knowledge
While there is currently no Ofsted research review specifically for Design and technology, Kapow Primary’s curriculum is informed by research reviews in related subjects such as Art and design, Science and Computing.
In Kapow Primary’s D&T curriculum, knowledge is defined using three interrelated categories:
- Substantive knowledge – the factual and conceptual understanding that underpins the design and creation of products, such as knowing how structures gain stability or how nutrients contribute to a healthy diet.
- Disciplinary knowledge – the thinking processes used by designers, including how problems are explored, decisions are justified and ideas are refined through evaluation and feedback.
- Procedural knowledge – the practical skills and techniques pupils need to make products effectively and safely, such as joining, cutting, shaping or finishing.
Digital literacy
Kapow Primary’s D&T curriculum goes beyond basic digital literacy by giving pupils hands-on experience with digital tools and programmable technologies.
Through the Digital world key area, pupils develop confidence in coding, Computer-Aided Design (CAD) and control systems. This supports building the skills to design, monitor and adapt real-world products in a digitally connected world.
Oracy
Lessons encourage discussion, debate and presentations on D&T topics, allowing pupils to articulate their understanding, justify design decisions and engage in collaborative problem-solving.
Pupils use oracy to enhance their learning by thinking aloud, questioning and discussing activities. They develop essential skills such as choosing appropriate technical vocabulary, organising their ideas clearly and listening effectively to others.
Sustainability
Kapow Primary’s D&T curriculum embeds sustainability within the design process, encouraging pupils to consider the environmental impact of the products they design, make and evaluate.
Units across the curriculum explore material choices, food miles and digital solutions that reduce waste or energy use.
The curriculum develops practical problem-solving skills and a deeper understanding of sustainable thinking by engaging pupils with real-world challenges, such as designing for reuse or responsible sourcing.
Pupils learn that thoughtful design can lead to positive change, promoting a sense of agency and responsibility for the world they are helping to shape.
Critical thinking
Pupils analyse design briefs, explore different user needs and perspectives and evaluate materials and production methods.
This helps them to question assumptions and make informed decisions when developing creative, functional and sustainable solutions.
Because of our DT curriculum, The Howard children are:
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