Importance of DT

In teaching Design Technology we prepare our pupils for a rapidly changing society. Through mainly practical, process based activities we will develop the skills of designing, making and evaluating products. We encourage the children to think creatively, be creative problem solvers, work individually and as part of a team, drawing on the knowledge and skills of all subjects. We encourage the children to reflect on and evaluate present and past technology, its uses and its impacts, enabling all children to be reflective and informed consumers and innovators. 

Design Technology can easily be recognised and developed within our school Christian ethos. The Bible speaks of God the Creator and as we were made in His image, each human being shares creative qualities and talents. In Design Technology we encourage pupils to both think and create constructively for both themselves and a wider audience. 

Our Aims of Design and Technology 

  • To develop imaginative thinking in children and to enable them to talk about what they like and dislike when designing and making. 
  • 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 develop an understanding of technological processes, products, their manufacture and their contribution to our society. 
  • To foster enjoyment, satisfaction and purpose in designing and making. 
  • To teach practical skills and to work with a wide range of materials, including food. 
  • To develop the ability to identify hazards/risks and take appropriate action. 
  • To accumulate DT skills from EYFS to Year 6. 
  • To help develop the social skills necessary to work as part of a team, as well as the ability to work independently when the situation demands. 

Teaching and Learning Style 

We use a variety of teaching and learning styles in Design Technology lessons. The principal aim is to develop children’s knowledge, skills and understanding in design and technology, and teachers encourage children to use their knowledge and understanding when developing ideas, planning and making products and evaluating them. 

We use a balance of whole-class teaching and individual/group activities, giving children the opportunity to both work on their own and to collaborate with others. Children are encouraged to listen to the ideas of others, and treat them with respect, to critically evaluate existing products, both their own work and those of others. They have the opportunity to use a wide range of materials and resources, including ICT. 

In all classes there are children of differing ability. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. 

We achieve this through a range of strategies: 

  • Setting common tasks that ore open-ended and can have a variety of result. 
  • Setting tasks of increasing difficulty where not all children complete all tasks. 
  • Grouping children by ability and setting different tasks for each group. 
  • Providing a range of challenges through the provision of different resources. 
  • Using additional adults to support the work of individual children or small groups. 

Design and Technology Curriculum Planning 

“Teaching should ensure that knowledge and understanding are applied when developing ideas, planning, making products and evaluating them.” 

(Design technology, The National Curriculum for England) 

Design Technology is a foundation subject in the National Curriculum. Our school uses the themes introduced by the QCA scheme of work alongside the Lancashire Skills progressions/KLIPs. We have adapted where children meet the QCA units within the school so that each year group has a broad range of experiences within Design Technology. When topic planning these units can be further adapted by teachers as long as the key focus of each unit is still being covered and teachers are giving opportunities for children to learn and practise each skill outlined in the year group skills list. This ensures full coverage and progression of skills through the school. As well, DT projects may emerge from different topic areas, where cross-curricular learning is taking place, or school events in which children can design or create for a particular purpose (e.g. Christmas fair). 

We carry out the planning in Design Technology in two main phases; 1. The long-term plan maps out the units covered in each term by each year group. 

2. Short term planning – which consists of individual lesson plans for each weekly session as part of the whole unit plan. 

Also, each term parents are sent an overview of the topics and key skills to be covered. 

We plan the activities in Design Technology so that they build upon prior learning of the children. We give children of all abilities the opportunity to develop their skills, knowledge and understanding and we also build planned progression into the scheme of work so that the children are increasingly challenged as they move through the school. 

Foundation Stage (EYFS) 

Children are offered a wide range of design and creative activities. These are chosen to support the children’s learning need and interests. The outcomes are linked to Early Learning Goals in both Expressive Arts and Design and Understanding the World areas of the Foundation Stage Profile. This learning forms the foundations for later work in Design Technology. These early experiences include asking questions about how things work, investigating and using a variety of construction kits, materials, tools and products, developing making skills and handling appropriate tools and construction material safely and with increasing control. 

Teaching Design and Technology to children with Special Educational Needs 

We teach design and technology to all children, whatever their ability. Through our design and technology teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each child’s different needs. Assessment against the National Curriculum allows us to consider each child’s attainment and progress against expected levels. 

Assessment and Recording 

In Design Technology children’s work and progress is assessed through observation, photographs and verbal discussions with the children and recorded on our school OTRACK system, which outlines learning outcomes and initials of children working above, on track and below expected. 

“In deciding on a pupil’s level of attainment at the end of a key stage, teachers should judge which description best fits the pupil’s performance. When doing so, each description should be considered alongside descriptions for adjacent levels”. 

(Design and Technology, The National Curriculum for England) 


Our school has a wide range of resources to support the teaching and learning of Design Technology across the school. Classrooms have a range of basic resources, with more specialised equipment being kept in the Design Technology store. 

Health and Safety 

Our school’s health and Safety policies should be adhered to at all times. Specific health and safety guidance for equipment used in this subject can be found in the Risk Assessment document for Technology, Art and Craft. 


Policy Review 

Subject Lead: Mrs S Griffiths

Reviewed: February 2019

DT Progression

DT Overview

DT Policies