Design & Technology


We believe Design &Technology is an essential subject in developing children’s creativity and imagination, as well as their practical and technical skills. Our intent is to develop children’s confidence to take risks, through drafting design concepts, modelling and testing; to be reflective learners who evaluate their own work and that of others. Through this subject we aim to build an awareness of the impact of design technology on our lives and encourage pupils to become resourceful, enterprising citizens who can contribute successfully to modern Britain.

Our intent is for pupils to:

  • Develop the creative technical and practical expertise needed to perform everyday tasks confidently.
  • Have extensive knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
  • Be critical evaluators of their own product and that of others.
  • Understand and apply the principles of nutrition and learn how to cook.


The school has designed a curriculum following National Curriculum guidelines; it incorporates all mandatory elements and expands on areas which are less specific. The full curriculum can be seen in the Design & Technology long term plan. We have provided teachers with resources from the Kapow scheme of work, which aims to inspire pupils to be creative and innovative thinkers who have an appreciation for the product design cycle. Each stage of the design process: design, make, evaluate is underpinned by technical knowledge which encompasses the contextual, historical and technical understanding for each strand. A separate section, cooking and nutrition focuses on specific principles, skills and techniques in food including where food comes from diet and seasonality.

We have a structured and sequential Design & Technology curriculum building upon key knowledge and skills. Pupils respond to design briefs, and scenarios that require the consideration of the needs of others, developing their skills into 6 key areas.

  • Mechanisms
  • Structures
  • Textiles
  • Cooking and nutrition
  • Electrical systems (KS2)
  • Digital systems (KS2)

Each of the key areas has the design process (design, make, evaluate). It is a spiral curriculum and therefore children revisit key areas again and again but with increasing levels of complexity, allowing children to revisit and build upon existing knowledge.

  • Cyclical: Pupils return to the key strands again and again during their time in primary school.
  • Increasing depth: Each time the 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 upon previous foundations, rather than starting again.

Lessons incorporate a range of teaching strategies from independent tasks, paired and group work, including practical hands-on, computer based and inventive tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Resources and support is tailored to individual needs and therefore all lessons are accessible for all children with opportunities to stretch learning even further. Knowledge organisers for each unti support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

At the end of each unit, children’s learning is assessed against the objectives and skills identified on the planning. A bronze, silver or gold sticker is added which demonstrates their attainment for that unit.

We have a variety of enrichment activities for children to take part in throughout the year, including:

  • After school clubs which children are be able to engage in: cooking clubs, sewing clubs, and a craft club.
  • A ‘Bake-off’ competition each year whereby children take apples grown within the school garden and create a bake where the apple is the star of the dish. 
  • STEM days. Each year group are given a theme and children have a day to pre-evaluate products, plan, and design, make and test products at the end of the day. This day allows staff to plug the gaps in the curriculum. E.g., Circuits and CAD/CAM


Children leave school equipped with a range of knowledge and skills for them to continue their Design & Technology even further into the Key Stage 3 curriculum. Expected impact is that children:

  • Understand the functional and aesthetic properties of a range of materials and resources
  • Understand how to use and combine tools to carry out different presses for shaping, decorating and manufacturing products
  • Build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD. And products to fulfil the needs of users, clients and scenarios.
  • Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment.
  • Have an appreciation for key individuals, inventions and events in history and of today that impact our world.
  • Recognize where our decision can impact the wider world in terms of community, social and environmental issues.
  • Self-evaluate and reflect on learning at different stages and identify areas to improve,
  • Meet the end of key stage expectations outlined in the national curriculum for design and technology.

Pupil Voice

“I like DT because it’s fun and relaxing when we’re making things.”

“My favourite units were when I learnt how to do embroidery and weaving.”

“DT is an important subject because we need to learn how to make different things.”

“The new skill I learnt was how to make pop up books.”

“I want to become an inventor so I really enjoy making things in DT It helps me to get ideas.”

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