Our teaching of Design and Technology is taught as a discreet subject on a half termly basis. The children’s learning is further enhanced with a theme based project followed by a whole school DT Exhibition Day in the Summer Term to showcase examples of progression throughout the school. Our teaching of Design and technology is taught as a discreet subject on a half termly basis in KS1. In Pre-Nursery and Nursery Design is interweaved throughout continuous provision. In Reception children are taught specific skills during weekly discrete teaching session and are able to practice these skills during continuous provision.

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.

Design and technology activities are planned to allow application and replication of design and technological knowledge taught in different contents with some cross curricular links. The range of teaching strategies empowers children to demonstrate their learning in imaginative and inventive ways, whilst making sure the teaching and learning is inclusive and adapted to meet the needs of all learners, including those with SEND. Teachers use high-quality questioning, oracy and sentence stems to support learning with differentiated outcomes.

Revised December 2025

The impact of our curriculum will demonstrate that Design and Technology is taught at an age appropriate standard across each year group with opportunities planned in for pupils working towards expectations and at greater depth. Work is of high quality and shows that pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence. Children can talk with knowledge and excitement about their learning and are hugely proud of their Design and Technology products and achievements.

The expected impact is that all children can build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models and prototypes. Also to understand and apply the principles of healthy eating, diets, food groups and cooking equipment in order to meet the end of key stage expectations outlined in the National curriculum for Design and

technology. Also, addressing design and technology in the early years can enable children to make sense of the ‘made world’ in which they live.

Revised December 2025

DT Medium Term plan

DT – Progression of skills

The girls in Puffins built their own house, designing the layout so there were beds for the characters in their story telling.

T-Jay and his friends built a trap into their building…”you fall down the gap here and the arrows shoot out here.”

Shazhain told me he was going to build a crane. He selected the materials he needed, choosing shapes to support his design. This was his building process and the final product!

In Year 1, for Design and Technology, the purpose of making and designing a moving page for the story of The Gingerbread Man was to help the story come alive for those children who are just beginning to learn a new language. They remembered the story from Reception and designed and coloured their own character.

When designing, all children were allowed to express creativity by personalising their background and were encouraged to discuss the functional aspects of their design.

Before making a moving page, children investigated some slider mechanisms and had a go at making a simple slider to check the slot, the guide and the stability of the slider.

During the making process, children used their practical and technical skills to cut and stick. Some children needed support to draw and measure lines.

After completing their models, children were so excited to play with their moving page. Next they sat in pairs and talked about some of the challenges they came across and how they overcame them with some support where needed. This discussion helped them to begin to understand the process of learning what design, make and evaluate really is.

When evaluating their product, children thought critically about what worked well and what didn’t work and how they can improve it next time.

In Year 2, for Design and Technology, the purpose of making and designing a small scale Ferris wheel is because we are an OPAL school now and we imagined making something that could be exciting but also safe for our future playground. A survey was done and most children wanted a Ferris wheel.

When designing, all children were allowed to express creativity by personalising their Ferris designs and were encouraged to reinforce the functional aspects of their design.

Before making a Ferris wheel, children researched some real Ferris wheels. After designing their own plans, they selected from a range of materials such as card, straws, paper and tape. They worked collaboratively with their partners to construct the frame, attach the axle securely and assemble the rotating wheel. The children showed creativity, problem-solving, practical and technical skills as they adapted their ideas, joined materials and ensured their wheels could spin smoothly.

After completing their models, they discussed what worked well, such as stable structures and functional wheels. They identified challenges they encountered along the way and reflected on how they could improve their designs in future. This discussion helped them understand both the successes of their product and the learning behind the making process.

When evaluating their product, children thought critically about some flaws and proposed simple solutions.