Last year we changed our DT Curriculum to follow the Kapow Scheme of Work (combined Art and DT. This has enabled us to develop and monitor progression of skills across year groups, to learn about a variety of products and designs, to try a wide variety of techniques and to be consistent in our approach. 

Intent

Through the DT curriculum, children should be inspired to create a range of structures, mechanisms, textiles, electrical systems and food products with a real life purpose. Pupils will learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens both as individuals and as members of a team.

Children will: 

• develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
• critique, evaluate and test their ideas and products and the work of others
• understand and apply the principles of nutrition and learn how to prepare food

Implementation 

We follow the Kapow scheme of work in line with the National Curriculum. Children have access to key knowledge, language and meanings to understand Design Technology and to use these skills appropriately. Consideration has been given to ensure progression across topics throughout each year group across the school.

The DT curriculum is designed to give all pupils, including disadvantaged pupils and pupils with SEN and/or disabilities, the knowledge and cultural capital they need to succeed in life. We use strategies from the NASEN guidance to support our scaffolding within the teaching of D.T. This includes, but is not limited to the following list;

• Sharing information visually as well as through discussion.
• Allowing sufficient talk time to encourage thinking and idea sharing.
• Clearly displaying key vocabulary and using it repetitively throughout lessons &/or if more appropriate, word banks to be accessible to learners
• Introducing each piece of equipment – name it, explain what it does, model how it can be used or applied.
• Modelling processes on a step-by-step basis, allowing learners time to do practical tasks alongside the teacher. (Teachers’ thought processes are shared aloud.)
• Equipment used is fully accessible to all and adapted for individuals as necessary to ensure all can fully participate such as wider-handled or easy grip scissors can be a useful aid.
• Breaking the lesson into chunks if appropriate, allowing time for paired/group talk and allowing tasks to be completed across manageable stages.

Impact:

The impact and measure of this is to ensure that children are equipped with technical skills and knowledge in DT which will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world. We want the children to have thoroughly enjoyed learning about DT, therefore encouraging them to undertake new life experiences now and in the future.