Curriculum Statement for Design Technology
The teaching and learning of design technology aims to inspire children to become curious, creative and innovative thinkers with a good understanding of how products are designed and made, in other words, to think like designers and engineers. The intention is for children to develop the confidence to identify problems, generate ideas, plan and create products and evaluate their outcomes. We aim to give children opportunities to develop resilience as they try, assess and then try again with greater success. Our planned topics are supported by the Kapow design technology scheme which supports teachers to deliver engaging lessons. These lessons will enable children to develop an awareness of how design and technology shapes the way they live, work and interact with the world. It encourages children to become resourceful, enterprising individuals who have the skills to contribute to and improve the world around them.
EYFS
Children in both Pre-school and Reception classes have regular access to materials and equipment that offers opportunities to explore early design and technology skills. Materials and equipment is included within their continuous provision and their playful exploration is thoughtfully encouraged by adults who support them. Vocabulary is introduced and encouraged to help develop their curiosity and reinforce their technical knowledge. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology.
At the end of Reception, children are assessed against the early learning goals for creating with materials:
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
- Share their creations, explaining the process they have used.
Key Stage One
In KS1, children are taught to:
Design - design purposeful, functional, appealing products for themselves and other users based on design criteria. Develop and communicate their ideas through talking, drawing and mock-ups.
Make - select and use a range of tools to perform practical tasks such as cutting and joining. Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
Evaluate - explore and evaluate a range of existing products. Evaluate their ideas and products against design criteria.
Technical knowledge - build structures, exploring how they can be made stronger, stiffer and more stable. Explore and use mechanisms such as levers and wheels with axles in their products.
Key Stage Two
In KS2, children are taught to:
Design - use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular 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.
Make - select from and use a wider range of tools and equipment to perform practical tasks, 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.
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.
Technical knowledge - apply their understanding of how to strengthen, stiffen and reinforce more complex structures. Understand and use mechanical systems in their products. Understand and use electrical systems in their products. Apply their understanding of computing to program, monitor and control their products.
Inclusion within Design Technology
Design technology is a subject enjoyed by all learners due to its creative and practical aspects and so it must be taught inclusively to ensure that all pupils can access, engage with and achieve success within the subject. In line with our Teaching and Learning Policy, teachers use adaptive teaching strategies to provide appropriate support and challenge while maintaining high expectations for all learners. Barriers to learning are identified and reduced through carefully planned adaptations, flexible teaching approaches and the provision of appropriate support, rather than through a reduced curriculum. This may include adaptations such as pre-teaching key vocabulary, images and videos to support understanding, adapted equipment, pre-made templates or stencils to help children start tasks, and extra recaps of previous learning at the start of lessons as well as opportunities to address misconceptions. This approach promotes inclusion, engagement and achievement for all learners.
Assessment
All design technology units begin with a pre-assessment task to establish pupils' prior knowledge and identify their starting points. At the end of each unit, pupils complete a post-unit assessment which may be evaluating their final product, which enables them to demonstrate the knowledge and skills they have acquired.
Ongoing formative assessment is an integral part of design technology teaching and learning. Teachers regularly assess pupils' understanding throughout lessons using our teaching and learning policy strategies. These include questioning, observations, discussion and carefully planned hinge questions, allowing misconceptions to be identified and addressed promptly.
At the end of each design technology unit, teachers make a judgement against age-related expectations, assessing pupils as:
- Working Towards Age-Related Expectations (WT)
- Working At Age-Related Expectations (ARE)
- Working Above Age-Related Expectations (MA)
An overall summative judgement for design technology is informed by assessment outcomes across all units taught during the academic year. Assessment information is analysed by teachers, school leaders and the subject leader to monitor attainment and progress, identify strengths and areas for development, and inform future curriculum planning and improvement.
Enrichment Opportunities within School
Design technology is brought to life through a range of enrichment opportunities that enable pupils to develop a deeper understanding of the past through first-hand experiences. We aim to help children see how design technology is used and can make a real difference in many situations and this is pointed out in everyday situations, as we go out into our local area and on educational visits. Leyland is an industrial town with a rich history of vehicle manufactures. We organise visits to the Leyland Motor Museum and gain from the wealth of knowledge available about vehicles that have been made locally for hundreds of years as well as in the present day. We make links with history when learning about vehicles and the chassis system of the moving mechanism.
We have an expert visitor spend time with children in school experiencing how CAD can be used with links to Lego and popular computer games such as Minecraft where real life situations can be re-enacted and manipulated.
We aim for children to see their ability to solve problems in real life situations in an ever changing world. Having many areas of newer housing being built close to our school, children are able to experience industry at work when on local area walks. They are able to see engineering and a wide variety of skills at work as the towns grow and links are made with their geography topics.
Last reviewed: June 2026
Subject leader: Caroline Clements
The subject leader can be contacted via the school office. Tel: 01772 433641