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Design and Technology at our school is a subject that encourages children to think creatively and practically about the world around them. It provides opportunities for pupils to explore how things work, how they are made, and how they can be improved. From the earliest stages, children begin to understand that design is a purposeful process—one that involves identifying needs, generating ideas, and creating solutions that are both functional and appealing.
The curriculum is structured to build knowledge and skills progressively. Pupils start by exploring simple structures and mechanisms, such as shelters and wheeled vehicles, and gradually move on to more complex systems like pneumatic machines and cam-driven automaton toys. They learn to work with a range of materials, including textiles, wood, and food, and begin to understand how properties such as strength, flexibility, and durability affect design choices. Alongside practical skills, pupils develop an understanding of nutrition, seasonality, and food origins, enabling them to make informed decisions about healthy eating and sustainable choices.
Throughout their DT journey, pupils are introduced to significant designers and engineers, such as William Morris, Sir Joseph Paxton, and Cath Kidston, helping them to appreciate the cultural and historical context of design. Adaptive teaching ensures that all pupils can access and engage with the curriculum, with teachers offering varied tools, materials, and methods to support individual needs. This inclusive approach fosters resilience, pride, and a sense of achievement as children learn to overcome challenges and refine their ideas.
Design and Technology is delivered through a series of carefully sequenced projects that combine technical knowledge with hands-on experience. Each unit is designed to build on prior learning, allowing pupils to revisit and deepen their understanding of key concepts. For example, in Year 1, children learn to construct simple shelters and explore how wheels and axles work together to make a vehicle move. By Year 3, they are designing and building automaton toys using cam mechanisms, applying their knowledge of movement and mechanical systems.
Food technology is woven throughout the curriculum, beginning with basic preparation techniques such as chopping and mashing, and progressing to more advanced cooking methods like baking and sautéing. Pupils learn to follow recipes, measure ingredients accurately, and evaluate the nutritional value of their meals. In Year 5, for instance, they investigate the benefits of seasonal eating and prepare dishes using fresh, locally sourced ingredients.
Textile work also develops over time. Children begin by using simple stitches to join fabric and add embellishments, and later learn to sew hems, create patterns, and repurpose materials. In Year 6, pupils take part in a “Make Do and Mend” project, where they repair garments using whip stitch and blanket stitch, reflecting on the environmental impact of fast fashion and the value of sustainable design.
Throughout all projects, pupils use annotated sketches, exploded diagrams, prototypes, and computer-aided design (CAD) to communicate their ideas. They are taught to evaluate their work against design criteria, suggest improvements, and adapt their designs through an iterative process. Adaptive teaching is central to this approach, with teachers providing scaffolds, alternative tools, and differentiated tasks to ensure every child can succeed.
By the end of Key Stage 2, pupils have developed a secure understanding of the design process and the technical skills needed to bring their ideas to life. They are able to plan, make, and evaluate products with increasing sophistication, considering factors such as purpose, user needs, and sustainability. Their work demonstrates creativity, precision, and thoughtful decision-making.
Pupils leave with the ability to articulate their design choices, reflect on their successes and challenges, and suggest improvements. They show resilience in overcoming practical difficulties and pride in their finished products. Their design portfolios, prototypes, and food creations reflect not only technical competence but also a growing awareness of how design can solve problems and improve lives.
Design and Technology contributes to the development of confident, capable learners who understand the value of innovation, collaboration, and responsible design. It equips pupils with the tools to think critically and practically, preparing them to engage with the designed world as thoughtful citizens and future creators.