Design And Technology

Click here to see the overview for Design & Technology for 2023-2025


Our intent is to provide opportunities for children to develop as confident, articulate and well-rounded children who can succeed as individuals and contribute to their community and the wider world.


  • To develop imaginative thinking in children and to enable them to talk about what they like and dislike when designing and making.
  • To build on children’s curiosity of the world around them, providing opportunities for experimentation and problem-solving.
  • To enable children to talk about how things work, and to draw and model their ideas.
  • To encourage children to select appropriate tools and techniques for making a product, whilst following safe procedures.
  • To enable children to evaluate past and present design and technology, and in so doing develop a critical understanding of its impact on daily life.
  • To understand how high-quality design and technology education makes an essential contribution to the creativity, culture, wealth and wellbeing of the nation and the wider world.
  • To develop an understanding of technological processes, products, and their manufacture.
  • To foster enjoyment, satisfaction and purpose in designing and making.



SMSC (Social Moral Spiritual Cultural)

  • Pupils have the opportunity to reflect and wonder how technology now controls aspects of the world and they consider the benefits and negatives of this.
  • They produce a wide range of food dishes from various cultures, encouraging them to discuss the historical, cultural and geographical contexts that have created this diversity.
  • Pupils wonder at the contribution of past generations to modern manufacturing techniques, for example the cotton mills of Oldham and their significance to today’s production of fabrics.
  • Pupils study/ disassemble a range of manufactured products and discuss problems concerning the recycling of materials that have fulfilled their use and understanding the impact of this on our planet.
  • They work together in teams.
  • They explore the number and range of countries which produce for markets all over the world today, allowing discussion relating to the moral/ human rights issues often associated with the working conditions involved in the production of goods.


D & T is taught as part of the Physical Development and the Expressive Arts and Design area of the EYFS curriculum. Through continuous provision, the children have ready access to cutting and joining, junk modelling, creative resources and tools and equipment. They are encouraged to explore how things work and make imaginative and complex ‘small worlds’ with Lego, blocks and construction kits. In the two, three and four-year-olds settings, children use large-muscle movements to develop their gross motor skills. Later, they begin to use a variety of tools to begin to refine and develop smaller movements. In Reception, they further develop their small motor skills so that they can use a range of tools competently, safely and confidently.

EYFS uses the guidance document ‘Development Matters’ to assess children’s progress. At the end of Reception, children are also assessed using the Early Learning Goals (ELG) in Physical Development and Expressive Arts and Design, including:

1. Use a range of small tools, including scissors, paintbrushes and cutlery.                                                                                                               
2. Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.                  3. Share their creations, explaining the process they have used.

KS1 and KS2
D & T is taught as an essential part of the driver (topic) over a 2-year curriculum cycle. The curriculum is structured to ensure that each Key Stage meets the statutory National Curriculum (N.C.) objectives for D&T. D&T – along with Art – is an ‘Enquiry Enhancer’ and as such provides creative and skill-based opportunities to enhance the learning in each of the driver topics taught over the 2-year cycle (approx. 5 topics per year).

Pupils’ learning from previous key stages is revisited in teachers’ planning and practice so that aspects of learning are revisited, developed and extended in later years. Pupils are taught the knowledge, understanding and skills needed to engage in an iterative (repeating) process of designing and making. They work in a range of relevant contexts including the home and school, gardens and playgrounds, the local community, industry and the wider environment. Children are assessed on their understanding and ability to:

KS1 Design: design purposeful, functional and appealing products based on design criteria; generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.                

KS1 Make: make their product using a range of tools and equipment to perform practical tasks, including cutting, shaping, joining and finishing; select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

KS1 Evaluate:  explore and evaluate a range of existing products; evaluate their ideas and products against design criteria.

KS1 Technical knowledge: build structures, exploring how they can be made stronger, stiffer and more stable; explore and use mechanisms – such as levers, sliders, wheels and axles – in their products.

KS2 Design: use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at individuals or groups; generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

KS2 Make: select from and use a wider range of tools and equipment to perform practical tasks – for example, cutting, shaping, joining and finishing – accurately; select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

KS2 Evaluate: investigate and analyse a range of existing products; evaluate their ideas and products against their own design criteria and consider the views of others to improve their work; understand how key events and individuals in design and technology have helped shape the world.

KS2 Technical knowledge: apply their understanding of how to strengthen, stiffen and reinforce more complex structures; understand and use mechanical systems in their products, for example: gears, pulleys, cams, levers and linkages; understand and use electrical systems in their products, for example: series circuits incorporating switches, bulbs, buzzers and motors; apply their understanding of computing to program, monitor and control their products.


D&T has a positive impact on the children’s learning experience in school. It provides all children with the opportunity to achieve successful outcomes while taking part in fun, practical and meaningful projects. It promotes cross-curricular learning as children are motivated to use a range of skills e.g. English, Maths and Science in a creative context. Importantly, D&T projects also encourage children to work together as part of a team to develop their ideas through collaborative discussion.

Innovation and sustainability
From Early Years to Year 6, there is a strong focus on innovation. When designing and making, pupils need some scope to be original with their thinking. Projects that encourage innovation lead to a range of design ideas and products being developed and are characterised by engaging open-ended starting points for learning.

In EYFS, children are encouraged to think about recycling materials to use in their models. In KS1 and KS2, the issue of sustainability is another key concept that is a part of the D&T process. Pupils are encouraged to discuss whether the product is useful. Is it worth making or is it a waste of resources? They consider the impact on the environment involved in the process of making the product.

STEM (Science, Technology, Engineering and Mathematics)

Design & Technology can play a key role in the development of a curriculum that integrates Science, Technology, Engineering and Mathematics to keep pace with and meet expectations of a technological and global world.

Cultural capital
Design and technology is an inspiring, rigorous and practical subject. It provides pupils with meaningful contexts for using their creativity and imagination while solving real and relevant problems when designing and making products. Importantly, pupils acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. They learn how to take risks, becoming resourceful, innovative and enterprising – qualities that are valuable and necessary for children to become capable citizens in an increasingly technological and global world.


Pinnacle Learning Trust