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Design & Technology Curriculum


At Princess May Primary School, Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. ​

They also undertake a STEAM Project each year. STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking. In DT, Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

  • Kapow is a clear and comprehensive scheme of work in line with the National Curriculum. The Design Technology National Curriculum and EYFS is planned for and covered in full within the EYFS, KS1 and KS2 school curriculum. Whilst the EYFS and National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.​

  • Kapow offers full coverage of the KS1 and KS2 Design & Technology curriculum and we have categorised our content into five areas: Structures, Mechanisms, Electrical Systems, Cooking and Nutrition, Textiles. Aside from Electrical Systems, which is KS2 only, each of these acts as the focus for a topic within each year group:​

  • There are then four strands that run through each topic: Design, Make, Evaluate and Technical Knowledge.​

  • Each year pupils will undertake a STEAM project each year. STEAM education results in students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. These are the innovators, educators, leaders, and learners of the 21st century! ​

  • A range of skills will be taught ensuring that children are aware of health and safety issues related to the tasks undertaken.​

  • Clear and appropriate cross curricular links to underpin learning in multi areas across the curriculum giving the children opportunities to learn life skills and apply skills to ‘hands on’ situations in a purposeful context.​

  • Design Technology focussed displays celebrating the outstanding three-dimensional creations on display throughout the school. These displays celebrate exceptional practice and exemplify terminology and vocabulary used.​

  • Independent learning: In design technology children may well be asked to solve problems and develop their learning independently. This allows the children to have ownership over their curriculum and lead their own learning in Design Technology. Collaborative learning: In design and technology children may well be asked to work as part of a team learning to support and help one another towards a challenging, yet rewarding goal.

  • Children will have clear enjoyment and confidence in design and technology that they will then apply to other areas of the curriculum.​

  • Children will ultimately know more, remember more and understand more about Design Technology, demonstrating this knowledge when using tools or skills in other areas of the curriculum and in opportunities out of school.​

  • The large majority of children will achieve age related expectations in Design Technology.​

  • As designers, children will develop skills and attributes they can use beyond school and into adulthood.

cultural capital 

With our firm belief that knowledge is transferable, our pupils are given every opportunity to participate in a wide range of learning experiences beyond their classroom. ​

Our carefully structured DT curriculum provides opportunities additional to the NC endpoints, to build cultural capital and, through exposure DT lessons to life-skills such as innovation and entrepreneurship, enable pupils to become well-rounded members of society in preparation for later life.