Member of Staff Responsible: Mrs Amanda Andrews 

Review Date: September 2020 


At Leigh St Peter’s CE Primary, we aim to create a Design and Technology curriculum that is  inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. 


 The national curriculum for Design and Technology aims to ensure that all pupils:  

 Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. 

  • Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users. 
  • Critique, evaluate and test their ideas and products and the work of others. 
  • Understand and apply the principles of nutrition and learn how to cook. 


At Leigh St Peter’s CE Primary School, we aim to provide opportunities for children to experience designing, making and modifying, using a wide range of materials including card, textiles, construction materials and food.  

We aim to develop children’s design and technology capability through:  

  • Providing meaningful assignments that allow children to contribute through their ideas in discussions and planning when appropriate from the familiar to the unfamiliar. 
  • Providing learning situations, which reflect different social, cultural, economic, historical, environmental and moral contexts. 
  • Providing links to ideas and materials across the world where appropriate. 
  • The provision of a safe working environment. 
  • Allow opportunities to evaluate and discuss. 
  • Peer-produced products. 
  • Making cross-curricular links where appropriate.

Design and Technology is taught within thematic curriculum topics, allowing children to use knowledge and skills from a wide range of other curriculum areas. This will be achieved through practical activities in which children make good quality products, fit for their intended purpose. Children will be given the opportunities to investigate and explore their audiences and develop design briefs, fit for their product. Children will use an iterative design process whereby ideas may be transformed into objects as they continually evaluate their work. They will also have the opportunity to disassemble, investigate and evaluate existing products. It is hoped that they will have enjoyable, practical, learning experiences  

Curriculum Organisation  

In order to fulfil our intent, Design and Technology is planned for across the key stages and to fall in line with statutory guidelines. Design and Technology projects are planned carefully around the children’s interests, providing opportunities for the development of skills and integration with other subjects. Learning activities are sequenced to ensure progression and taught through direct skills teaching. Children can then embark on the iterative making process, choosing from their range of developing skills.  


Planning for Design and Technology is embedded through each thematic curriculum topic knowledge, skills and concept organiser. Class teachers will embed skills through projects linked to the content of each topic covered. We ensure, where possible, we make use of the local environment and the cross-curricular links within topics and year groups. Our topic knowledge, skills and concept organisers give more detailed information on learning expectations throughout the creative curriculum topic and there are links to other subject areas based on the objectives in the curriculum mind map. The Design and Technology subject leader keeps and reviews and monitors these organisers. The class teacher is responsible for annotating the thematic mind maps and KSC organisers (medium-term plans) to reflect how the process is going. These plans list the specific learning objectives of each lesson and reflect differentiated tasks based on the teacher’s assessment of the children’s ability. 


We use a variety of teaching and learning styles in design and technology lessons. Our principal aim is to develop children’s skills, knowledge and understanding. Sometimes we do this through whole-class teaching, while at other times we engage the children in a research and design and make activity. We encourage the children to ask, as well as answer questions, which will help them to investigate and evaluate products they are presented with. They have the opportunity to use various materials, such as wood, plastic and fabric and use these in a variety of ways. They use ICT in D&T lessons where it enhances their learning. The children develop their speaking and listening skills through discussions, evaluations and presenting reports to the rest of the class. They engage in a wide variety of problem-solving activities. 

Design and Technology teaching and learning follows this process: (Example Year 6 Topic: Grand Prix!)  

Key People: (Ensure opportunities for children to write/apply sentence level work) 
Thomas Edison  Thomas Alva Edison was an American inventor and businessman, who has been described as America’s greatest inventor. He developed many devices in fields such as electric power generation, mass communication, sound recording, and motion pictures  Karl Benz  Karl Friedrich Benz was a German engine designer and automobile engineer. His Benz Patent Motorcar from 1885 is considered the first practical automobile. He received a patent for the motorcar on 29 January 1886. 
Nikola Tesla  Nikola Tesla was a Serbian-American inventor, electrical engineer, mechanical engineer, and futurist who is best known for his contributions to the design of the modern alternating current electricity supply system  Margaret A Wilcox  Margaret A. Wilcox, was an American engineer, and one of the first women mechanical engineers. She is notable for inventing the first automobile heater and the first combined clothes and dishwasher machine. 
Henry Ford  Henry Ford was an American captain of industry and a business magnate, the founder of the Ford Motor Company, and the sponsor of the development of the assembly line technique of mass production  Mary Anderson   Mary Elizabeth Anderson was an American real estate developer, rancher, viticulturist and inventor of the windshield wiper blade. On November 10, 1903 Anderson was granted her first patent for an automatic car window cleaning device controlled from inside the car, called the windshield wiper 
Research Stage:  
How have cars had an impact on the world?  People/Economy/Employment/Travel & Relocation/Death & Injury/Laws / Environmental Impact 
How has electricity/circuits impacted on the world?  Employment/Communication/Computing/Housing e.g. Heating/TV/Radio/Cars/Toys/Internet 
What was life like before cars/electricity?  Consider all of the above and how life would be prior to the invention of electricity. 
Design Stage: See D&T Project Booklet 
Evaluating existing products: Investigating an existing product. 
Establishing the design criteria:  

Designing: My survey/questionnaire/interview results – outlining the results of the research from potential users in respect of the types of design they would find appealing. 

Designing: Overview – outlining what is being designed, the user, the purpose, etc.  

Designing: Design criteria for my product 

Generating ideas for a design: 

Designing: Ideas for my product (this is for the children’s first ideas. 

Designing: Improving and developing the best ideas for my product (this is where children show they can develop their first ideas, maybe combining the best features from the different ideas they started with, also adding detail. 

Designing: Presenting my selected design idea (this is for children to detail the product they intend to make – it is not their “final design” as they need to be encouraged to modify their design throughout the making process as they find and overcome problems and, perhaps, have other and better ideas to modify their design – this is the iterative process. 

Planning the making stage: 

Making: Selecting the tools, equipment, materials and components. 

Making: Planning the work. 

Make Stage: 
Children to apply joining, cutting, measuring, shaping and finishing skills. 

During the ‘Make’ stage teachers to guide children to reflect on their techniques and skills. To annotate on drawings/plans stating changes/adaptations they have made throughout. Children to assess each other’s products throughout this stage and offer feedback. Children will: 

  • 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. 
Evaluate Stage: 
What skills and techniques have I developed/need to develop?  Evaluate their ideas and products against their own design criteria. 
Which stage of the design and make process have I struggled with? Why?  What would I do differently next time to improve my work? 
Evaluating:A presentation drawing of my finished product.  

Evaluating: My own thoughts about my product (there are two alternative versions of this sheet)  

Evaluating: User’s evaluation sheet (a sheet to collect feedback from the person/people you made the product for) 



Assessment is used to inform future planning and to provide information about individuals throughout their time in this school. Assessment techniques will ensure that teachers assess the on-going design process and not just the finished products or outcomes.   

These techniques should include:  

  • Teachers’ observation of pupils  
  • Teacher – pupil discussion and teacher questioning  
  • Pupils’ drawings, notes, models, comments and written work  
  • Artefacts made by pupils  
  • Pupils’ on-going analysis of their achievements  
  • Photographs of children engaged in the design process  
  • Use of ICT as appropriate 

When reviewing the children’s progress in Design and Technology, teachers must consider children’s: 

  • Knowledge, skills and understanding  
  • Ability to develop, plan and communicate ideas  
  • Ability to work with tools, equipment, materials and components to make quality products  
  • Ability to evaluate processes and products  
  • Knowledge and understanding of materials and components 

We assess children’s work in Design and Technolgy by making informal judgements as we observe them during lessons. On completion of a piece of work (the outcome), the teacher marks the work and comments as necessary, moving the children forward. At the end of each term, teachers will complete a thematic curriculum assessment, through which the Design and Technology skills taught so far will be stated. Teachers will record the name of the children who are on target, those who are exceeding and those who require further support through Target Tracker. This assessment will be given to the Design and Technology coordinator to analyse and review.  

Health and Safety   

Health and safety is vital when undertaking any design and technology project. Risk assessments are completed for all tools and are stored on the schools computer shared area for all staff members to access, before setting up any equipment. It is the responsibility of all staff to establish safe practice in the classroom. A set of safety guidelines for design and technology can be referred to in the Health and Safety School Policy.  


The outcomes of the pupils in our school are an important measure of our success. By the end of each key stage, we expect our children to be able to demonstrate key curriculum skills, which include:   


  • Design purposeful, functional, appealing products for themselves and other users based on design criteria. 
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology. 


  • Select from and use a range of tools and equipment to perform practical tasks [for example, 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. 


  • 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 [for example, levers, sliders, wheels and axles], in their products. 

Cooking and Nutrition 

  • Use the basic principles of a healthy and varied diet to prepare dishes 
  • Understand where food comes from.



  • 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. 


  • 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. 


  • 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 [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. 

Cooking and Nutrition: 

  • Understand and apply the principles of a healthy and varied diet. 
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. 
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.