Design and Technology is an inspiring, rigorous and practical subject. Design and Technology encourages children to learn to think and intervene creatively; to solve problems both as individuals and as members of a team.

Intent (What do we aim to teach through our D&T curriculum?)

At Haddenham Community Junior School, we encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other subject areas such as mathematics, science, engineering, computing and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers.

We believe that a ‘ problem should be the driving force behind any D&T unit, not the idea that all children should be able to make a picture frame or sew a slipper.’ Hence, children will NOT all end up with the same end product; but their own discoveries and products of their own design and ability.

We aim to “…develop the creative, technical and practical expertise needed to perform everyday tasks confidently…” and enable children to “…critique, evaluate and test their ideas and products and the work of others”

Implementation (How we deliver our curriculum)

At Haddenham Junior School, Art and Design and Design and Technology units are taught alternatively each half-term using the Kapow Primary Scheme which ensures full coverage of content of the National Curriculum. Each session identifies clearly the skills and knowledge to be taught, which enables progression in control, techniques and proficiency; both throughout the year, as well as throughout the school. The Kapow Design and Technology scheme of work is designed with six key areas  that run throughout. These are:

• Textiles

• Structures

• Cooking and Nutrition

• Digital World

• Mechanical Systems

• Electrical Systems

Kapow allows us to implement detailed, creative lessons which focus on practical strategies through engaging lessons. Design and technology lessons at HCJS are often taught as a block so that children’s learning is focused throughout each unit of work and also usually incorporated into a wider cross curricular topic. Kapow, if followed from KS 1, (at least one feeder school follows the same curriculum) is sequenced to build upon prior knowledge and experience of the children. It takes into account diverse needs and offers support ideas for adaptive teaching.

Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making.

The children design and create products that consider function and purpose and which are relevant to a range of sectors (for example, the home, school, leisure, culture, enterprise, industry and the wider environment).

The National curriculum organises the Design and technology attainment targets under four subheadings: Design, Make, Evaluate, and Technical knowledge. We have taken these subheadings to be our Kapow Primary strands: ● Design ● Make ● Evaluate ● Technical knowledge 

Design

At HCJS , Children will research and develop design criteria to inform the design of innovative,

functional appealing products that are fit for purpose, aimed at particular individuals or

groups. They will generate, develop, model and communicate their ideas through

discussion, annotated sketches, cross sectional and exploded diagrams, prototypes, pattern

pieces, and computer aided design.

Make

HCJS pupils  will select from and use a wide range of tools and equipment to perform practical

tasks (e.g. cutting, shaping, joining and finishing.) They will accurately select from and use a

wide range of materials and components, including construction materials, textiles and

ingredients according to their functional properties and aesthetic qualities.

Apply their understanding of how to strengthen, stiffen, and reinforce more complex

Structures.  In addition, pupils will: 

• Understand and use mechanical systems in their products (gears, pulleys, cams, levers and linkages)

• Understand and use electrical systems in their products (eg. circuits, switches, bulbs,

buzzers and motors)

• Apply their understanding of computing to program, monitor and control their products.

• Understand and apply the principles of a healthy and varied diet.

• Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

• Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Evaluate

At HCJS, our pupils will investigate and analyse a range of existing products and be encouraged to evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. They will understand how key events and individuals in design and technology have helped the world.

Although the curriculum mentions the iterative design process (a cyclic process of

prototyping, testing, analysing, and refining a product), it does not specify that the whole

process should be followed at all times. We can consider teaching sequences where children

design something without making it, or where they make something without having

designed it first. The latter is a great way of introducing new skills to children; for example,

following a recipe in a food technology session. Of course, other times we will want children

to engage in the process of both designing and making something.

Technical knowledge 

Alongside the three main stages of the design process: design, make and evaluate outlined above, each stage is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each.

Impact (how we recognise and measure progress)

Key skills and key knowledge for Design and Technology have been mapped across the school to ensure progression between year groups. The context for the children’s work in Design and Technology is also well considered and children learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study. 

Assessment is based on children’s ability to create prototypes, test, analyse and refine a product. Sometimes children may design without making or make without having designed first and of course they will engage in the process of both designing through to making and evaluation.

By following the Kapow scheme of work and having continuity with our Feeder institutions we can together limit gaps in children’s experiences and knowledge ensuring a thorough and vigorous understanding of problem solving.