Design Technology at Orion Scotts Park

Design Technology at Orion Scotts Park Primary School

Intent, Implementation, and Impact 

Intent 

The intent of our design and technology curriculum is to inspire pupils to become creative, innovative problem-solvers who can design and make products that solve real and relevant problems. Through the Kapow scheme of work and a rich variety of practical experiences, engaging design challenges, and meaningful connections to the world of design, engineering, and enterprise, we aim to empower pupils to become confident designers and makers who can think critically and creatively about the products and systems around them.

Our curriculum is designed to:

• Develop children's technical knowledge and practical skills across structures, mechanisms, textiles, food and nutrition, and electrical systems, building a coherent framework that enables them to design, make, and evaluate high-quality products with increasing independence and sophistication.
• Cultivate creative designers who can generate innovative ideas, select appropriate materials and tools, follow design briefs, overcome practical challenges, and develop products that are fit for purpose and meet the needs of intended users.
• Encourage pupils to think like designers and engineers, learning from existing products, applying technical knowledge, making design decisions based on criteria, testing and refining their work, and understanding how design and technology impacts daily life and the wider world.
• Promote critical thinking and evaluation skills through understanding design principles, analysing existing products, evaluating their own work against design criteria, and recognizing the importance of user needs, aesthetics, functionality, and sustainability in design.
• Build both substantive knowledge (understanding materials, components, techniques, and processes) and disciplinary knowledge (knowing how to design, make, evaluate, and apply technical knowledge), developing skills essential for innovation, enterprise, and problem-solving in an ever-changing world.

We believe that design and technology is not only a subject but a gateway to understanding how products are designed and made, developing practical skills, and fostering the creative and critical thinking needed to solve real-world problems. Our curriculum ensures that all children, regardless of background, have access to rich design and technology experiences that develop their technical capabilities, creativity, and prepares them for future learning and the world of work.

Implementation

To realize our curriculum intent, design and technology is delivered through the Kapow Primary scheme of work, which provides a carefully sequenced and inclusive programme that builds knowledge, skills, and confidence over time. The Kapow scheme offers comprehensive coverage of structures, mechanisms, textiles, food and nutrition, and electrical systems with progressive lesson plans, engaging design challenges, and clear assessment frameworks.

A distinctive feature of our DT provision at Orion Scotts Park is our termly DT Day, where the whole school immerses in a design and technology project. These dedicated days allow children to engage deeply with the design-make-evaluate process, work collaboratively on ambitious projects, and experience the excitement of seeing their designs come to life. This immersive approach ensures pupils have sustained time to develop their ideas, refine their making skills, and complete high-quality products.

Our approach ensures that all pupils regardless of background or starting point are supported and challenged to achieve their full potential.

Key implementation strategies include:

• Structured progression: Design and technology is taught through focused units across the year, with our termly DT Days providing immersive project experiences. Units cover structures, mechanisms, textiles, food and nutrition, and electrical systems, carefully sequenced across year groups. The Kapow scheme ensures comprehensive National Curriculum coverage whilst providing clear progression of design skills, technical knowledge, and making expertise from Reception through to Year 6.
• Design-Make-Evaluate process: Every DT project follows the iterative design-make-evaluate cycle. Pupils research existing products, generate and develop design ideas, create design criteria, plan their making, select appropriate materials and tools, construct their products with increasing skill, and evaluate outcomes against their original criteria and user needs.
• Immersive DT Days: Each term, the whole school participates in a dedicated DT Day where children immerse themselves in hands-on making projects. These special days provide extended time for pupils to engage deeply with the design process, develop ambitious products, work collaboratively, problem-solve creatively, and experience the satisfaction of completing substantial design and technology challenges.
• Technical knowledge development: Pupils progressively build technical knowledge across all areas of design and technology. They learn about structures and how to strengthen and stiffen materials, mechanisms including levers, linkages, pneumatics, and gears, textiles techniques including cutting, joining, and finishing fabrics, food preparation and nutrition, and electrical systems including circuits and programming control.
• Practical making skills: Children develop practical skills through hands-on making activities. They learn to use tools safely and accurately, select appropriate materials for their designs, apply construction techniques with increasing precision, follow design plans, adapt their work as challenges arise, and finish products to a high standard.
• Knowledge organizers: At the start of each unit, knowledge organizers are shared to outline key vocabulary, technical knowledge, skills, and design principles. These support pupils and families in understanding learning expectations and provide useful reference materials during the design and making process.
• Design thinking and creativity: Pupils generate creative ideas through research, exploration, and design activities. They learn to sketch and annotate designs, consider user needs and preferences, develop design criteria, make design decisions based on functionality and aesthetics, and refine ideas through discussion and evaluation.
• Food and nutrition: Children develop knowledge of healthy eating, where food comes from, and how ingredients can be combined and processed. They learn practical cooking skills including preparing, cooking, and presenting dishes safely and hygienically, understanding seasonality, and making informed food choices.
• Collaborative making: DT Days and lessons provide opportunities for collaborative work, where pupils share ideas, problem-solve together, support peers, and work as design teams. Children learn that collaboration and communication are essential skills in design and engineering professions.
• Varied teaching approaches: High-quality Kapow lesson plans and resources provide engaging design challenges, differentiated activities, technical demonstrations, and varied learning experiences. Our DT Days create excitement and immersion, whilst regular lessons ensure systematic skill development and knowledge building across the year.
• Cross-curricular links: Design and technology connects meaningfully to other curriculum areas including science (forces, materials, electrical circuits), mathematics (measuring, calculating, problem-solving), art and design (aesthetics, drawing, creativity), computing (programming control systems), and geography (sustainability, food sources).
• Evaluation and improvement: Pupils regularly evaluate their own and others' products, identifying strengths and areas for improvement. They learn to test products against design criteria, gather user feedback, and understand that evaluation and refinement are essential parts of the design process.
• Assessment: Teachers use Kapow's assessment framework to track pupil progress in design skills, making skills, technical knowledge, and evaluation. Formative assessment during lessons and DT Days identifies learning needs, whilst completed products and design portfolios provide evidence of progression and achievement.
• Inclusive practice: Differentiated challenges, adapted tools and materials, and varied approaches ensure all pupils, including those with SEND, can access design and technology and develop their skills. Tasks are designed to allow multiple entry points and outcomes, ensuring all children can participate meaningfully and experience success.

Impact