Key stages 1 and 2

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. 

Within the Kapow Primary design technology scheme of work, the national curricupum subject content is organised into four key areas: cooking and nutrution; mechanisms/mechanical systems; structures; and textiles. 

• Cooking and nutrution: Where food comes from, balanced diet, preparation and cooking skills. Kitchen hygiene and safety. Following recipes.
• Mechanisms/mechanical systems: Mimic natural movements using mechanisms such as cams, followers, levers and sliders.
• Structures: Material functional and aesthetic properties, strength and stability, stiffen and reinforce structures.
• Textiles: Fastening, sewing, decorative and functional fabric techniques including cross stitch, blanket stitch and appliqué.

In key stage 2 pupils go on to study the remaining two key areas of electical systems and digital world.

• electical systems and 
• digital world.

There is a clear progression of skills and knowledge within the areas across each year group. These are planned as a cyclical route through which pupils can revisit and develop their design technology knowledge and skills each year and build on previous learning. The areas enable our teachers to see prior and future learning for their pupils and how each unit being taught fits into the pupils' wider learning journey.

The Kapow Primary scheme is a spiral curriculum, with key areas revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning with the following key principles in mind:

• Cyclical: Pupils revisit the key strands throughout key stages 1 and 2.
• Increasing depth: Each time a key strand is revisited, it is covered with greater complexity.
• Prior knowledge: Upon returning to each key strand, prior knowledge is utilised so pupils can build on previous foundations, rather than starting again.