Design Technology at Stondon Lower
Intent
Curriculum Aims
Stondon Lower School has chosen to use the KAPOW scheme of work as the primary basis for their design technology curriculum. 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
The Design and technology National curriculum outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. Cooking and nutrition* has a separate section, with a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality.
Our Design and technology curriculum is structured around four strands that run through every unit:
Design, Make, Evaluate, and Technical knowledge.
We have taken these subheadings to be our Primary strands:
● Design
● Make
● Evaluate
● Technical knowledge
Our Design and technology scheme has a clear progression of skills and knowledge within these strands and key areas across each year group.
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.
Purpose of study
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, our 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. This structure helps pupils make connections between different types of products and problems while supporting teachers in identifying how each unit contributes to a broader, progressive learning journey.
These key areas reflect the diverse applications of D&T in the real world, from preparing food and designing clothing to building structures and programming devices. Each area provides a different design context in which pupils develop and apply their knowledge and skills.
By organising the curriculum in this way, pupils engage with a rich variety of materials, techniques and technologies. They learn to think like designers: generating ideas, selecting appropriate tools, solving problems and evaluating outcomes.
The strands of Design, Make, Evaluate and Technical knowledge run through every key area, allowing pupils to build fluency in all aspects of the design process.
Over time, this approach helps pupils to understand not just what to make and how, but why their design choices matter, developing products that are functional, purposeful and increasingly sophisticated.
Structures:
The Structures key area focuses on developing pupils’ understanding of how to create stable, strong and purposeful constructions. Pupils explore the functional and aesthetic properties of different materials and learn how to shape, combine and reinforce them effectively.
In EYFS and KS1, pupils begin by experimenting with materials through activities such as junk modelling and constructing simple freestanding forms. As they progress through KS2, they apply this foundational knowledge to more complex tasks, designing and making structures such as bridges, shell structures and packaging.
Through this key area, pupils develop substantive knowledge about shape, stability and material properties, procedural knowledge (in techniques such as folding, layering and joining) and disciplinary thinking around what makes a structure suitable for its intended purpose.
Mechanisms
This key area focuses on how movement can be created or changed through simple mechanisms. It supports pupils in understanding how everyday products work and how they can apply these principles in their own designs.
In KS1, pupils explore mechanisms through practical tasks involving sliders, levers and wheels. They create sliding games, fairground wheels and pull-along toys, learning how basic components can be assembled to produce movement.
In KS2, the focus shifts to mechanical systems, where pupils explore more sophisticated mechanisms such as cams, gears, pulleys and linkages. They apply their knowledge to design automata, slingshot cars and gear-driven systems, developing an understanding of how force and motion can be manipulated.
This key area helps pupils develop procedural knowledge in constructing working parts; substantive knowledge of motion and mechanical components; and disciplinary thinking about how to choose or adapt mechanisms to solve real design challenges.
Textiles
The Textiles key area introduces pupils to the creative and practical possibilities of working with fabric. Pupils learn how to join, shape, decorate and reinforce materials using a variety of stitching and fastening techniques, gradually building precision and control.
In EYFS and KS1, pupils begin with basic skills such as threading, cutting and glueing fabrics. They progress to hand sewing using simple stitches like the running stitch and learn how to follow templates to create functional products such as bunting and pouches.
In KS2, pupils develop more advanced techniques such as cross stitch, appliqué and blanket stitch. They begin to incorporate fastening methods, choose decorative elements, and design with greater consideration for aesthetics and user needs. Projects include cushions, book sleeves, stuffed toys and wearable items like bags.
This key area deepens pupils’ procedural knowledge of sewing and finishing techniques, strengthens their understanding of fabric properties (substantive knowledge) and encourages disciplinary thinking as they plan and refine products for specific users and purposes.
Cooking and nutrition
The Cooking and nutrition key area equips pupils with essential life skills and knowledge about food, diet, health and preparation. It is the only key area of D&T with its own section in the National curriculum, reflecting its importance for pupils’ wellbeing and independence.
In EYFS and KS1, pupils begin by exploring ingredients through their senses, learning where food comes from and handling fruits and vegetables safely. They follow simple recipes to create dishes like smoothies or soup, which develops their fine motor skills and early understanding of a balanced diet.
In KS2, pupils apply this foundational knowledge to a wider range of ingredients, cooking methods and nutritional principles. They learn how to plan and adapt recipes, read packaging, and understand the cultural and environmental aspects of food. Projects include designing healthy wraps, preparing seasonal tarts and creating multi-course meals.
This key area develops procedural knowledge in food preparation and hygiene; substantive knowledge about nutrition and food sourcing; and disciplinary understanding of how to evaluate and adapt recipes for specific users, dietary needs or purposes.
Electrical systems
The Electrical systems key area introduces pupils to the principles and applications of electricity within product design. It is taught in KS2 only, once pupils have developed a foundation of practical and design skills.
Pupils learn how to build and apply simple series circuits using components such as bulbs, buzzers, switches and motors. They explore how these components can be safely integrated into functional products, such as games and motorised bots, and how design choices affect performance, safety and user experience.
Through this key area, pupils apply substantive knowledge from science of circuits, conductive and insulating materials and energy flow. They build procedural knowledge in creating and testing circuits and integrating them into products. Disciplinary thinking enables pupils to make design decisions based on the needs of users, material constraints and the function of the product.
Electrical systems projects allow for cross-curricular links with Science and Computing while supporting creativity and problem-solving within the design process.
Digital world
The Digital world key area helps pupils understand how digital systems can be integrated into products to control, monitor or enhance their function. Like Electrical systems, it is taught in KS2 only.
Pupils combine D&T with Computing, using programmable devices such as the Micro:bit and developing 3D computer-aided design (CAD) models. Projects include designing wearable technology, animal monitoring tools, mindfulness timers and navigation devices, allowing pupils to explore how digital components can be purposeful and interactive.
This key area develops procedural knowledge in digital design and programming, substantive knowledge of how sensors and systems work and disciplinary knowledge of how to apply digital tools to solve real-world problems. Pupils also learn about the role of product design in the wider world, including the history of digital innovation and its ongoing impact.
The Digital world area builds confidence in using technology creatively, ethically and effectively, while always remaining grounded in the core principles of the D&T design process.
