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Design Technology


Design and Technology forms an important part of the curriculum in preparing the children for a rapidly changing world. We want children to become independent, creative problem solvers and thinkers as individuals and as part of a team. Through our exciting and innovative units, children will design and make products that will solve real and relevant problems. Using their creativity and imagination to create quality products, children will combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industry. Children will learn about a range of designers and will have every opportunity to extend their understanding, experience and application of technology, including ICT, in as wide a variety of situations as possible.



Progression of Skills ad Knowledge            



The Key Areas of Learning

There are six units of work which are revisited each year, with electrical systems beginning in KS2.  including an enterprise/ cultural capital opportunity to develop teamwork. Each unit has its own focus:

  • Food - Where food comes from, balanced diet, preparation and cooking skills. Kitchen hygiene and safety. Following recipes.
  • Textiles - Fastening, sewing, decorative and functional fabric techniques including cross stitch, blanket stitch and appliqué.
  • Structures - Material functional and aesthetic properties, strength and stability, stiffen and reinforce structures.
  • Mechanisms/ Mechanical Systems - Mimic natural movements using mechanisms such as cams, followers, levers and sliders.
  • Electrical Systems (KS2) - Operational series circuits, circuit components, circuit diagrams and symbols, combined to create various electrical products.
  • Enterprise/ Cultural Capital Opportunity - Invention challenge with scrap materials, extra-curricular trips/ visitors in school and enterprise teamwork opportunities for children to learn about D&T industries and careers.


The Design Process

Each project, regardless of the focus, follows a process in design. We identify that D&T does not follow a linear learning process. The curriculum needs to enable a constantly evolving learning process where children are able to generate design ideas, make prototypes and critique their own, and existing products. Each stage of the design process is underpinned by technical knowledge and evaluation, these are integral to the process as a whole. Children evaluate throughout and use their technical knowledge, which encompasses the contextual, historical and technical understanding to complete an effective design process.





D&T Creativity & Individuality


We promote creativity and individuality through our curriculum. We follow an iterative process, which is the relationship between a pupil’s ideas and how they are communicated and clarified through activity. Creating an iterative process ensures that children are forming their own ideas and questions based on the knowledge they have gained and the skills they have developed. 


Each individual or group is enabled to have a different outcome from others in the class. Children receive a design brief or task that is not too confining, but is an opportunity to extend their ideas. They can then design freely using the new skills they have acquired. They make individual products or items that can be reflected upon and evaluated. 

Look at what we have been doing so far this Autumn term...


Year 1: Food - Smoothies





Year 2: Textiles - Pouches





Year 3: Structures - Castles





Year 4: Textiles - Fastenings - Making a book sleeve








Year 5: Structures - Bridges







Year 6: Food - Come dine with me