Why Kapow?

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.
National curriculum
Kapow Primary’s standard, mixed-age and condensed schemes of work fulfil the statutory requirements for Design and technology outlined in National curriculum (2014).

New research and developments
The standard, mixed-age and condensed D&T schemes are continually evaluated and refined through regular curriculum reviews, internal audits and feedback from subscribing schools.
Updates are informed by the latest subject-specific research, changes to National curriculum guidance and developments in pedagogy. This ensures the curriculum remains current, effective and relevant.

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 grid below 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.

Baydon St Nicholas Progression of Skills and Knowledge in DT by Strand

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.

Spiral curriculum

Kapow Primary’s D&T scheme of work has been designed as a spiral curriculum with the following key principles in mind:

• Cyclical – pupils return to the key knowledge and skills again and again during their time in primary school.
• Increasing depth – each time a skill is revisited, it is covered with greater complexity.
• Prior knowledge – pupils build upon previous foundations rather than starting again.

Progressing through practice

Building on the principles of a spiral curriculum, the D&T scheme supports pupils in developing from early understanding of materials and hands-on exploration to refining ideas, evaluating existing products and solving real-world problems.

Types of Knowledge

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.

Substantive knowledge

Substantive knowledge in D&T refers to the factual and conceptual understanding pupils need to design and make effective products.

This includes knowledge of materials and their properties, mechanical and electrical components, nutrition and food sources and the purpose and features of existing products.

Disciplinary knowledge

Disciplinary knowledge in D&T refers to understanding the practices and thinking processes that underpin the work of designers and engineers.

It encompasses recognising what makes a product effective, approaching problems creatively and testing and refining ideas in response to real needs.

Procedural knowledge

Procedural knowledge in D&T is the knowledge of how to perform tasks: the hands-on skills, techniques and methods needed to design, make and evaluate products effectively.

It encompasses everything from how to cut, shape, join and finish materials to using tools, equipment and ingredients safely and accurately.

Wider Knowledge and Skills

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.

Personal Development in DT

SMSC

The scheme supports Spiritual, Moral, Social and Cultural (SMSC) development by encouraging pupils to:

Explore different perspectives.

Reflect on ethical issues.

Collaborate with others.

Appreciate cultural diversity through subject-specific content.

British values

Lessons promote British values (democracy, the rule of law, individual liberty, mutual respect and tolerance) by incorporating activities that encourage debate, respect for differing opinions and an understanding of societal structures.

Cultural capital

Kapow Primary’s D&T curriculum broadens pupils’ experiences by introducing them to key designers, inventors, historical and cultural contexts, and a variety of design traditions.

It ensures pupils gain the knowledge and skills needed to engage meaningfully with the designed world and contribute to society. This includes knowledge of the design cycle, a transferable skill applicable to many different disciplines beyond D&T.

Inclusion and diversity

Kapow Primary’s D&T curriculum is designed to be inclusive and representative, ensuring all pupils see themselves reflected in the products, users and contexts they explore.

The scheme features a diverse range of design traditions, food cultures, materials and technologies from around the world and encourages pupils to design with empathy and respect to a variety of users.

This approach helps challenge stereotypes, broaden perspectives and celebrate design as a practical, creative and culturally-rich human endeavour.

SEND

Kapow Primary’s D&T scheme is designed to be fully adaptable for SEND pupils. Every lesson includes an adaptive teaching section, providing clear guidance on how activities can be modified to meet the needs of all learners.

Children learn in a variety of ways. As such, Kapow Primary’s D&T lessons include a range of strategies to support and challenge every pupil, including:

• Scaffolding – activities are designed with flexibility in mind, allowing for additional support or challenge where needed.
• Multi-sensory approaches – lessons incorporate different elements to engage all learners.
• Clear instructions and structured tasks – ensuring clarity and reducing cognitive load for pupils who benefit from additional support.
• Opportunities for collaborative and independent learning – allowing pupils to work at their own pace while building confidence and independence.

By embedding adaptive teaching throughout, the scheme ensures that all pupils, regardless of their starting points, can access and succeed in their learning.

In addition, the step-by-step curriculum design supports pupils with SEND, avoiding sudden jumps in complexity at transition points and allowing for steady, manageable progression.

Transition from EYFS to Year 1

Continuity of learning

Kapow Primary’s D&T scheme aligns with the statutory EYFS (Reception) guidance.

Key themes and skills introduced in EYFS (Reception) are revisited and developed further in KS1, ensuring continuity and progression.

This transition is aided by the continuity of learning created by the curriculum strands, which run from EYFS to Year 6. Subject leaders can pinpoint how knowledge develops in EYFS (Reception) and how this creates the foundation for their learning in KS1.

Building on early experiences

Lessons build on curiosity, exploration and discussion, which are central to EYFS learning. As pupils move into Year 1, more structured activities are gradually introduced.

In KS1, oracy, questioning and storytelling help pupils transition from informal to more formal subject-based learning.

Development of key skills

The D&T scheme supports the progressive development of skills, such as observation, reasoning and problem-solving, which are introduced in EYFS and strengthened in KS1.

Adaptive teaching strategies ensure all learners are supported as they transition to more formal learning approaches.

Cross-curricular links

The D&T scheme aligns with EYFS Early Learning Goals, making links with communication and language, understanding the world and expressive arts to create a smooth transition.

It promotes independence and confidence, supporting pupils as they adapt to the expectations of KS1 learning.

Vocabulary Progression

Baydon St Nicholas Progression of Vocabulary in DT by Strand

Impact

Over the course of their time at Baydon pupils should experience a range of projects that allow them to develop their skills in design, making, evaluation and cooking and nutrition. Pupils will be able to be (age appropriate) independent, creative problem-solvers and thinkers as individuals and when being part of a team. They will have had the opportunity ton be able to produce a range of final products that cover various areas of design and technology.

Assessment

Formative
Kapow Primary’s D&T lessons include ongoing assessment opportunities, such as questioning, retrieval practice and interactive activities.
These enable teachers to assess understanding in real time and adapt their teaching accordingly.

Summative
Each unit provides an Assessment quiz and Knowledge catcher, which allow teachers to measure pupils’ understanding at key points.
These tools help gauge how well pupils have retained key knowledge and skills over time.

Evidencing Progress

Written outcomes
Pupils demonstrate their learning and provide tangible evidence of progress through a variety of activities, including structured written work, annotated diagrams and creative responses.

Pupil voice
Lessons encourage discussion, reflection and verbal explanations. This allows teachers to capture pupils’ understanding through questioning, class discussions and recorded responses, supporting a broader view of progress beyond written work.

Assessment spreadsheet
The Assessment spreadsheet helps track pupils’ D&T attainment over time. WE use the statements from the assessment tracker on our whole school tracking system, INSIGHT.
This tool allows teachers to record progress against learning objectives and assessment statements, making it easier to monitor development and identify areas for support.