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.

The National curriculum for Design and technology sets out the importance of creativity through different contexts in the Technical knowledge strand, referring to structures, mechanisms and electrical systems. Cooking and nutrition are given their own heading.

To support this, Kapow Primary’s D&T curriculum is organised into the following six key areas:

• Structures.
• Mechanisms/Mechanical systems.
• Textiles.
• Cooking and nutrition.
• Electrical systems.
• The digital world.

These areas are revisited across year groups to give pupils a broad and balanced experience of designing and making products using a range of materials, tools and technologies.

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.

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.

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 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 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.

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.

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.

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.

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.

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.

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.

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.

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.

With Kapow Primary’s CPD videos, subject leaders can develop their expertise and, in turn, support their colleagues in delivering high-quality Design and technology lessons.

Whether helping with subject knowledge, modelling effective teaching techniques or offering practical tips for the classroom, Kapow Primary’s CPD videos ensure that every teacher has access to the support they need.

It is important that pupils begin to ‘think like designers and engineers’ by considering how designers identify problems, generate ideas and create solutions to meet real-world needs.

Accordingly, Kapow Primary’s D&T scheme uses the design cycle to support planning and making. This encourages pupils to ask design questions and learn how designers and engineers develop and refine their ideas through research, testing and evaluation.

A short, engaging activity designed to hook pupils into the new learning in the lesson.

This could be a thought-provoking question, a quick investigation or an interactive discussion to spark curiosity and enthusiasm for the topic.

The core part of the lesson, where pupils engage in activities that develop their understanding of the learning objective.

This includes a mixture of teacher modelling, guided practice and independent or collaborative tasks tailored to support all learners.

A final reflective activity that consolidates learning.

This could involve reviewing the success criteria, discussing key learning or applying knowledge in a different context to assess understanding and encourage deeper thinking.

• Activates prior knowledge – helps pupils make connections between new and existing learning, reducing cognitive overload.
• Strengthens memory pathways – retrieval practice has been shown to improve retention more effectively than passive review.
• Identifies gaps in understanding – teachers can quickly assess what pupils remember and address misconceptions before introducing new content.
• Builds confidence – regular recall activities reassure pupils that they can remember key concepts, improving engagement and motivation.
• Promotes spaced learning – revisiting prior learning at regular intervals supports long-term retention, rather than cramming information in a single lesson.

Due to budget constraints and varied staffing structures, it is not always possible to have classroom support from additional staff.

Kapow Primary’s D&T lessons are designed with this in mind, providing resources and explanations that allow teachers to deliver high-quality lessons independently without necessarily relying on additional adults.

If additional support is suggested in a lesson, it is clearly marked within the ‘Have ready’ part of the lesson plan and on ‘Unit hubs’, allowing planning for additional adults to happen prior to the lesson.

Kapow Primary’s Design and technology curriculum is designed to be taught half-termly.

For schools with limited curriculum time, Kapow Primary also offers a condensed scheme that maintains full National curriculum coverage while streamlining content to focus on the most essential knowledge and skills.

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.

The Assessment spreadsheet helps track pupils’ D&T attainment over time.

This tool allows teachers to record progress against learning objectives and assessment statements, making it easier to monitor development and identify areas for support.

The scheme supports school improvement using:

• Consistent, high-quality teaching – a structured scheme ensures a coherent approach across year groups, supporting curriculum progression.
• Assessment and evidence tracking – built-in assessment materials help teachers monitor progress and demonstrate impact.
• Alignment with Ofsted expectations – the scheme supports personal development, broadens pupils’ horizons and ensures a knowledge-rich curriculum, helping schools meet inspection criteria.

By reducing workload, building teacher expertise and ensuring high teaching standards, Kapow Primary contributes to a confident teaching staff and a well-structured, effective curriculum that supports whole-school improvement.

• Assessment materials (e.g. Unit quizzes, Knowledge catchers and the Assessment spreadsheet) can be used to provide information about pupil progress.
• Written outcomes and pupil voice show engagement, understanding and the ability to recall knowledge.

• Key documents and CPD videos help subject leaders confidently discuss the curriculum.
• Knowledge organisers and lesson plans provide details of what has been taught and learned.
• The Adaptive teaching section in each lesson provides an opportunity to discuss inclusivity and demonstrate how all learners are supported.

• The scheme broadens pupils’ horizons, develops critical thinking and promotes British values, contributing to Ofsted’s personal development criteria.
• Lessons integrate real-world connections and cultural capital, showcasing a rich learning experience.

• Equips subject leaders to articulate intent, implementation and impact – CPD videos provide clear explanations and subject knowledge to help leaders confidently discuss the curriculum with inspectors.
• Builds teacher confidence and consistency – ongoing training ensures all staff understand the curriculum structure and feel prepared to deliver high-quality D&T lessons across the school.