Design and Technology is an intricate part of our day to day lives and it is therefore important that our children are taught how this subject is of great importance in our rapidly changing world.  Design and Technology encourages children to become independent and creative problem solvers and thinkers. Through the study of Design and Technology, our pupils combine practical skills with an understanding of social and environmental issues. This allows them to reflect on and evaluate past and present technology, its uses and impact.  It is an inspiring and practical subject, requiring creativity, resourcefulness, and imagination.  Pupils, working both independently and as part of a team, design and make products that solve problems within a variety of contexts.




In Early Years Foundation Stage (EYFS) the teachers use the Development Matters document to plan, leading to the achievement of The Early Learning Goals (ELGs) set out in EYFS Statutory Framework.

ELG: –

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.

– Make use of props and materials when role playing characters in narratives and stories.

This is not taught as a specific subject but makes up part of the continuous provision and cross-curricular activities provided by the teachers.

Years 1 to 6

To ensure high standards of teaching and learning in Design and Technology, we implement a curriculum that is progressive throughout the whole school. Design and Technology is taught as part of a cross-curricular termly topic, focusing on the knowledge and skills stated in the National Curriculum.

Teachers plan lessons for their class using Cornerstones for initial topic ideas and our progression documents to ensure appropriate skills and knowledge are covered.  This enables us to ensure that mixed age classes are experiencing the age-appropriate activities and also allows teachers access to the ‘before and after’ skills to help with differentiation. Teachers use this document to plan their Design and Technology lessons suitable to their class’s interests and topics covered.  Kapow is available for teachers to use to enhance their own understanding and to use as a resource in lessons. The progression document also ensures the National Curriculum is covered and that the skills/knowledge taught is progressive from year group to year group. This enables our children to acquire knowledge and understanding at a deeper level. Teachers use the progressive planning, making and evaluating sheets provided for each Key Stage. The areas of food, textiles, electricity, mechanisms and structures will be covered throughout the school year.  There will be three whole design process sessions, including the plan, make and evaluate process, throughout the year, but also opportunities to focus on one specific area to develop those skills.


Within Design and Technology, our children will be able to take part in the development of tomorrow’s rapidly changing world. They will become creative problem-solvers, both as individuals and as part of a team.  The children will combine practical skills with an understanding of aesthetic, social and environmental issues. They will reflect on and evaluate present and past design and technology, its uses, and its impact.

We measure the impact of our curriculum through the following methods:

  • Summative assessment of pupil discussions about their learning
  • Images and videos of the children’s practical learning
  • Interviewing the pupils about their learning (pupil voice)
  • Looking at children’s work
  • Marking of work in books


Pupil Voice

“I like making stuff.” EYFS

“I like making things that help me.”  Year 1

“I like solving problems.” Year 2

“I want to be an engineer so its important to have these opportunities.” Year 3

“I enjoy cooking, so it has been good to learn some skills to help me.” Year 4

“Everything in the world has been designed, so important to understand how they did it.” Year 5

“I want to be a set designer when I am older so learning the process for designing is really useful. I learnt how to make an axle out of straws, skewers and bottle tops!” Year 6



D and T policy



D&T Skills Progression 


Useful Websites

KS2 –

KS1 –