Design and Technology

Infants Intent:

Our goal is for pupils to build upon their skills and knowledge progressively, by experiencing a variety of activities that enhance these skills and prepare them for future stages in their education. We aim for pupils to apply their learnt skills independently and confidently, using the correct vocabulary to communicate their ideas effectively. Our Design and Technology lessons are crafted to be thought-provoking, encouraging pupils to engage in discussions, appreciate diverse ideas, and recognise that differing opinions are absolutely okay. Our curriculum is designed to be inclusive, providing a real-life context that aims to deepen understanding and ignite enthusiasm for learning more. We want pupils to appreciate how Design and Technology have shaped our history and contributed to the culture, creativity, and prosperity of our nation.

Infants Implementation:

• Consistent teaching of the Key Stage 1 National Curriculum Aims is achieved through the ‘Kapow Primary’ scheme of learning.
• Teaching is supported by a clear skills and knowledge progression, building on earlier achievements from EYFS and Key Stage 1.
• Design and Technology projects operate on an annual cycle following the Kapow DT Progression of Skills and Knowledge for single year groups ensuring prior learning is strengthened and built upon.
• Creative units from the Kapow scheme are linked with other curriculum subjects, connecting learning within Design and Technology to pupils’ needs and interests.
• Progression in Design and Technology includes designing, making, evaluating, technical knowledge, the digital world, and cooking and nutrition.
• Good quality tools and materials foster independence as pupils become more confident in making their own selections.

• Equal emphasis is placed on each stage of the design, make, and evaluate process to ensure high-quality teaching.
• Activities are planned and differentiated to cater to students’ needs, offering a balance of teacher-led and child-led learning.
• Formative assessments during lessons are used to guide future planning and teaching, with pupil progress recorded at the end of each unit.

Infants Impact:

We measure the impact of our curriculum in the following ways:

• Consistent adult-pupil interaction is encouraged throughout the design, make, and evaluate phases.
• EYFS children are assessed termly against Development Matters, particularly in Expressive Art and Design, and at the end of the EYFS against the ELG’s.
• Teaching staff in KS1 conduct assessments of children’s abilities in specific aspects of Design and Technology.
• Pupil progress is closely monitored to inform teaching and shared between year groups during transitions.
• Curriculum Co-ordinator time is used to evaluate teaching content and work quality, possibly including learning walks and pupil discussions by the subject leader to gather the ‘child’s voice’.

 When pupils leave Tibshelf Infant and Nursery School, they demonstrate:

• An excellent attitude to learning and independent working.
• The ability to use time efficiently and collaborate constructively and productively with others.
• The capability to show initiative and ask questions to develop a detailed knowledge of users’ needs.
• The ability to act as responsible and considerate designers and makers, considering the sourcing of materials.
• A thorough knowledge of the appropriate tools, equipment, and materials for product creation.
• The ability to apply mathematical knowledge and skills accurately.
• The ability to manage risks well to manufacture products safely and hygienically.
• A passion enthusiasm for the subject.