Design and Technology Curriculum Statement
Intent
Design & Technology (D&T) inspires pupils to become creative, resourceful problem‑solvers who can design, make and evaluate purposeful products. Rooted in real and relevant contexts, our curriculum equips children with the technical, practical and creative expertise they need for an increasingly technological world — fully in line with the National Curriculum expectations for developing designing, making, evaluating and technical knowledge, alongside cooking and nutrition.
We nurture young designers who think critically, show resilience, and understand how design impacts daily life, communities and the wider world. Our aim is to build culturally and environmentally aware citizens who can apply their learning creatively and ethically.
D&T is taught as a meaningful, hands‑on subject that develops:
- Creative and technical expertise to engage confidently with real‑world problems
- A strong understanding of users, purpose and functionality
- Iterative design thinking, enabling pupils to test, refine and improve their ideas
- Knowledge of materials, mechanisms, structures, electronics and food technology
- Awareness of how design shapes, and is shaped by, society, sustainability and technology
Implementation
Our units of work follow a consistent structure based on the design–make–evaluate cycle, underpinned by investigative practice.
Learning sequence include:
- Investigative & Evaluative Activities (IEAs)
Pupils explore existing products, materials, systems and real designers. This builds foundational substantive knowledge and supports students knowing “how things work” through accurate technical understanding.
- Focused Tasks (FTs)
Children learn specific technical skills, design techniques and making processes. This includes structured teaching of mechanisms, structures, electronics, textiles and food to secure procedural knowledge (for example a sewing technique, food preparation technique , joining technique etc.)
- Design, Make & Evaluate Assignments (DM&EAs)
Pupils apply their knowledge to design purposeful, functional and appealing products for real users. Projects involve iterative improvements, testing and evaluation
Projects are sequenced to ensure progression in both substantive knowledge (materials, structures, nutrition, electrical systems) and disciplinary knowledge (design iteration, evaluating, testing). Opportunities for cross‑curricular links (e.g., science, maths, computing and art) both enrich and transfer learning,
Children engage in:
- Product analysis and disassembly
- Researching real‑world problems and user needs
- Sketching, annotating, modelling and prototyping
- Practical making with increasing independence
- Evaluating and refining thoughtful, functional outcomes
- Cooking and nutrition sessions focusing on healthy eating and safe food preparation
In all activities we ensure safe and appropriate use of tools and equipment in line with guidance and risk assessment.
Impact
By the end of primary school, pupils will:
- Demonstrate confidence with creative, technical and practical expertise
- Apply a secure repertoire of design and making skills to produce high‑quality prototypes
- Use technical vocabulary accurately and evaluate products critically
- Show a strong understanding of nutrition and essential cooking skills
- Demonstrate resilience, innovation and thoughtful risk‑taking
- Understand how design and technology influences daily life, the environment and the wider world
