Vision
At Springfield Community Primary School, we cultivate an inclusive and engaging environment for all children to explore Design Technology. Our vision focuses on equipping children with essential skills and knowledge to thrive in a fast-changing world. We believe that Design Technology is vital not only for developing technical skills but also for enhancing creative thinking and problem-solving abilities. We aim for children to grow into independent individuals who can tackle real-world challenges both alone and collaboratively.
Design Technology enables children to identify needs and opportunities around them, encouraging innovation and the creation of tangible products. We aspire to nurture forward-thinking individuals who are prepared to meet present challenges and shape future industries.
Through our curriculum, we provide a strong foundation of transferable skills that children can apply beyond the classroom. By highlighting the connections between creativity, design, and function, we aim to enhance our children’s cognitive and practical abilities, paving the way for lifelong learning and adaptability.
Intent
To achieve this vision, we have defined our approach to delivering Design Technology education. Using the Kapow scheme of work, we inspire children to become innovative thinkers with a solid understanding of the product design cycle—including ideation, creation, and evaluation. We foster confidence, empowering children to take measured risks as they draft concepts, build models, and conduct tests. By promoting reflective learning, we encourage children to assess their own work alongside that of their peers. Our curriculum supports children in achieving the National Curriculum attainment targets at the end of key stages.
Implementation
To effectively implement our vision, we have organised our Design Technology curriculum into four core categories: Design, Make, Evaluate, and Technical Knowledge. Within these categories, we focus on six key areas that provide diverse learning opportunities:
- Cooking and nutrition
- Mechanisms / Mechanical systems
- Structures
- Textiles
- Electrical systems (KS2 only)
- Digital world (KS2 only)
The Kapow Design and Technology scheme ensures clear progression of skills and knowledge across each key area and year group, engaging all children in meaningful learning experiences that build on previous knowledge. Throughout their Design Technology journey, children respond to thoughtfully crafted briefs that encourage them to consider others’ needs. This focus on empathy enriches their design processes and enhances their skills in the key areas.
Each area follows the design process, which includes the stages of design, making, and evaluation, anchored by specific themes and focuses from the technical knowledge or cooking and nutrition segments of the curriculum.
Design Technology lessons are engaging and relevant, utilising various teaching strategies that cater to different learning styles. Our approach includes independent tasks, paired activities, group work, and hands-on experiences complemented by computer-based and inventive tasks.
To maintain high-quality teaching, each lesson unit is supported by multiple instructional videos. This enhances subject knowledge and promotes ongoing professional development (CPD) for teaching staff, fostering a culture of continuous improvement within our school community.
Impact
We monitor the impact of our Design Technology education through both formative and summative assessments. Following the Kapow scheme, we aim for expected outcomes that we regularly assess to track progress and understanding. These outcomes include:
- Understanding the functional and aesthetic properties of various materials, enabling informed design choices.
- Effectively using and combining tools for shaping, decorating, and manufacturing products, enhancing technical skills.
- Appreciating significant individuals, inventions, and events that have influenced our world, fostering respect for innovation.
- Recognising the societal implications of decisions, including social and environmental considerations, to nurture responsible citizens.
- Self-evaluating and reflecting throughout the design process, identifying strengths and areas for improvement, encouraging a growth mindset.
- Achieving end-of-key-stage expectations as outlined in the National Curriculum for Design and Technology, preparing children for future academic challenges.
