Rationale

At St Anthony’s, Design and Technology encourages pupils to recognise their God-given creativity and use it to make a positive difference in the world. It inspires pupils to design, make, and evaluate purposeful products that solve real and relevant problems within a variety of contexts. Rooted in Catholic Social Teaching principles of Stewardship of Creation, Solidarity, and the Dignity of Work, pupils learn that innovation and craftsmanship can serve others and protect our common home. DT nurtures curiosity, problem-solving, and collaboration, helping pupils grow as resilient, reflective learners who use their skills to improve life for themselves and others.

 

Intent

Our Design and Technology curriculum, following the Kapow Primary scheme, aims to develop creative, resourceful thinkers who can design and make high-quality products with clear purpose and meaning. It provides a progressive, knowledge-rich journey from EYFS to Year 6, enabling pupils to master the practical and technical skills needed to bring their ideas to life.

Core principles include:

• Inspiring children to design with empathy, imagination, and integrity.
• Teaching pupils to combine creativity with technical knowledge in food, textiles, mechanisms, structures, and digital systems.
• Promoting resilience, evaluation, and pride in making and improving products.
• Encouraging teamwork and appreciation of how design impacts daily life and the wider world.

Key Stage 1: Pupils learn to design and make simple products using everyday materials. They explore mechanisms, structures, and food preparation, understanding how things work and how to make them better.

Key Stage 2: Pupils develop greater independence in the design process. They apply mechanical, electrical, and structural knowledge to solve real-world challenges. They learn about inventors, engineers, and designers who have shaped the modern world, making connections between innovation, sustainability, and service to others.

Implementation

• Lessons are sequenced within the Kapow scheme to ensure a clear progression of design, making, and evaluation skills across the school.
• Teaching includes practical investigation, model-making, testing, and reflection, encouraging pupils to take creative risks.
• The design–make–evaluate cycle is embedded in every unit, developing logical thinking and problem-solving skills.
• Pupils are given real-life design briefs linked to themes in Science, Maths, Art, and RE, making learning purposeful and cross-curricular.
• Opportunities such as STEM weeks, Arts Week, and community projects enrich learning and showcase innovation.
• Teachers model safe and effective use of tools and materials, ensuring pupils develop confidence and responsibility in practical work.

Impact

By the end of primary education, pupils will:

• Demonstrate creativity, precision, and purpose in their design and making.
• Apply technical knowledge confidently in mechanisms, structures, and food technology.
• Evaluate and refine their ideas thoughtfully, showing resilience and pride in improvement.
• Understand the role of design and technology in shaping the world and serving the common good.
• Live out Catholic values by using their skills to benefit others, care for creation, and act with stewardship and compassion.

Assessment

• Teachers assess through observation, discussion, and evidence in design books or project portfolios.
• Each unit begins with retrieval of prior knowledge and ends with an evaluation of process and product.
• Pupils reflect on their own and others’ designs using success criteria linked to technical, aesthetic, and functional outcomes.
• Progress is monitored formatively and summatively, ensuring that all children are challenged and supported to achieve.

SEND Support Statement

Quality-first teaching ensures that every pupil can engage successfully with DT. Lessons are adapted through scaffolding, visual instructions, and hands-on exploration. Practical activities are structured to develop fine motor skills, coordination, and independence. Additional adult support and peer collaboration help all learners access the design process confidently. Every child is encouraged to take pride in their achievements, recognising their creative potential as a gift from God.