What does Design & Technology look like at Hilderthorpe?
Subject Leader
The subject leaders for DT are Miss Martin.
I really like DT because I like to come up with new ideas and to see what my final design looks like. I also enjoy the challenge and framework that comes with it.
Intent Statement
At Hilderthorpe Primary School we intend to build a Design Technology curriculum which is inspiring, rigorous, and practical. We want our children to use creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
We intend for all children to acquire appropriate subject knowledge, skills and understanding to succeed. It is our aim to create strong cross curricular links with other subjects, such as Mathematics, Science, Computing, and Art.
Through the DT curriculum, children should be inspired by engineers, designers, chefs and architects to enable them to create a range of structures, mechanisms, textiles, electrical systems and food products with a real life purpose.
Kapow: Key Information
Kapow offers full coverage of the KS1 and KS2 DT curriculum. The content has been categorised into five areas that each year group will cover:
- Cooking and nutrition
- Mechanisms
- Structures
- Textiles
- Electrical systems (KS2 only)
The above units have four strands. Children will design, make, evaluate and learn technical knowledge during each category.
Teaching for Greater Depth
Using greater depth within DT imbeds skills across the curriculum including Math, English, Science, Art and ICT. The characteristics which they are using within DT help children to develop their knowledge through questioning, research and working within teams to share ideas.
Links to Real Life
Throughout their time at school, they will have opportunities to visit industries to see how different things have been made.
Variation
The Kapow scheme provides detailed differentiated lesson plans to enable all children to engage in their learning. Children will work towards meeting the same learning objective but may need different levels of support to achieve it. This is done through scaffolding the lessons to suit the children’s individual needs. Children who are working at mastery level will be set challenges to deepen their knowledge of the topic being covered to ensure their understanding is clear and concise.