Our vision

At Henleaze Infant and Junior Schools, we aim to ignite a spark inside every child through Design and Technology. Whether that be through cooking experiences, mechanics and robotics, textiles or woodwork, we believe that every child should have the opportunity to explore, create and invent, all the while learning new skills and being encouraged to think outside the box.  As stated in the National Curriculum, Design and Technology is ‘an inspiring, rigorous and practical subject’ and we enable children to work within a variety of contexts, considering their own and others’ needs, wants and values. We create an environment in which children are encouraged to problem-solve and safely take risks, becoming resourceful and innovative in their approach whilst strengthening essential skills in the designing, making and evaluating of effective products.

Our Curriculum

At Henleaze Infant and Junior Schools, we follow the Kapow (condensed) curriculum. It is cumulative, coherent and connected. 

It is organised into 6 key areas: Structures, Mechanisms/ Mechanical Systems, Textiles, Cooking and Nutrition, Electrical Systems and The Digital World.

Designed as a spiral curriculum with the following key principles: Cyclical – return to key knowledge and skills; Increasing depth – revisited with greater complexity and Prior knowledge – builds upon previous foundations.

Four strands run through each unit: Design, Make, Evaluate and Technical Knowledge.  

The condensed schemes of work fulfil the statutory requirements for DT outlined in the National Curriculum.

• Substantive knowledge (factual and conceptual understanding pupils need to design and make effective products) is mapped within each discipline.
• Disciplinary knowledge (understanding the practices and thinking processes that underpin the work of designers and engineers) is mapped with granular detail to identify opportunities and experiences across the long-term sequence.

Through the Digital World key areas, pupils develop confidence in coding, computer-aided design and control systems. This supports building the skills to design, monitor and adapt real-world products in a digitally connected world. 

The curriculum embeds sustainability within the design process, encouraging pupils to consider the environmental impact of the products they design, make and evaluate. 

The curriculum develops 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. 

Kapow DT supports SMSC development by encouraging pupils to: explore different perspectives; reflect on ethical issues; collaborate with others and appreciate cultural diversity through subject-specific content. Lessons promote British values by incorporating activities that encourage debate, respect for differing opinions and understanding of societal structures.  Kapow DT 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. 

Impact

Formative assessment is embedded, including: questioning, observation, discussion and peer interaction, lesson pauses, retrieval practice (quizzes), use of success criteria and short reflections (knowledge catchers), enabling pupils to consolidate learning and teachers to gauge understanding. 

Subject overview