Design and Technology
Design & Technology – Curriculum Intent Statement
Purpose of the Subject
Through Design & Technology, we aim to nurture children’s creativity, problem‑solving and practical innovation. We want pupils to understand how products are designed, made and evaluated, and to develop the confidence to create purposeful, functional and appealing solutions to real problems. Our DT curriculum reflects the diverse nature of our school community, ensuring every child sees themselves as a designer, maker and critical thinker. We aim to develop resilient, resourceful learners who can work collaboratively, think imaginatively and apply technical knowledge with increasing independence.
Alignment with the National Curriculum
In line with the National Curriculum, we teach children to:
- Develop creative, technical and practical expertise to perform everyday tasks confidently.
- Design purposeful, functional and appealing products for a range of users.
- Generate, model and communicate ideas through drawings, templates, prototypes and digital tools.
- Select and use a wide range of materials, tools and equipment safely and accurately.
- Evaluate existing products and their own work, understanding how design meets user needs.
- Apply technical knowledge including mechanisms, structures, textiles, electrical systems and cooking and nutrition.
Curriculum Coverage
Our DT curriculum provides:
- Mirrors – opportunities for children to see their identities, cultures and experiences reflected in the products, designers and contexts they explore.
- Windows – opportunities to learn about design, innovation and engineering from different cultures and global communities.
Units are meaningful, practical and engaging, offering opportunities for designing, making, evaluating and applying technical knowledge.
Curriculum Progression
Our DT curriculum is built around four interrelated strands of knowledge:
1. Procedural Knowledge (Designing, Making and Evaluating Skills)
Procedural knowledge represents the practical skills children need to design and make products. These skills are mapped in a vertically integrated progression from EYFS to Year 6. Children begin by exploring materials and simple construction, progressing to more complex techniques, tools, mechanisms, structures, textiles and electrical systems. This progression supports children to move from simple making to thoughtful, purposeful design and evaluation.
2. Disciplinary Knowledge (The “Big Ideas” of Design & Technology)
Disciplinary knowledge represents the conceptual frameworks that underpin DT thinking. These include:
- User – understanding who the product is for
- Purpose – understanding what the product will do
- Functionality – ensuring the product works effectively
- Design Decisions – making informed choices about materials, tools and processes
- Innovation – exploring creative and original solutions
- Evaluation – reflecting on effectiveness, quality and improvement
These concepts are taught, revisited and applied in every year group, helping children understand how design decisions are made and refined.
3. Substantive Knowledge (The Content We Teach)
Substantive knowledge represents the specific content children learn—such as mechanisms (levers, sliders, gears), structures, textiles, electrical systems, digital design, food and nutrition, and this knowledge is presented as clear learning outcomes that detail what pupils should know and be able to do. Content is chosen to reflect our community, celebrate global design traditions and ensure that all children see themselves as capable designers and makers.
4. Substantive Concepts
Substantive concepts are recurring ideas that appear across the DT curriculum, such as structures, mechanisms, materials, electrical and digital systems and nutrition. These concepts are explored in different contexts across year groups, helping children build familiarity, confidence and deeper technical understanding.
Repetition and Retrieval
Our DT curriculum is built on high levels of repetition to ensure that children remember more and can do more as they progress through school. Procedural and disciplinary knowledge are revisited in every year group, allowing pupils to apply skills with increasing independence. Substantive concepts reappear across units, enabling children to make connections and strengthen long‑term understanding. Retrieval practice is embedded within lessons and across terms, ensuring that key knowledge is revisited, secured and stored in long‑term memory.
Assessment
Assessment in DT focuses on pupils’ ability to apply design thinking, technical knowledge and practical skills. We assess pupils through:
- Design work and planning
- Practical making outcomes
- Evaluations of products and prototypes
- Final projects that combine designing, making and evaluating
These assessments provide insight into how well children understand design concepts, how confidently they can apply technical skills and how effectively they can think and behave like designers and engineers.