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Newton Burgoland Primary School

Newton Burgoland Primary School

Together We Can Achieve Excellence

Design and Technology

Together We Make Learning A Memorable, Unmissable Adventure

Design and technology is an 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. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. 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. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

CPD: Primary Art and design 2016/17 All classroom staff

Forest schools: 3 members of teaching staff and 1 member of support staff

Woodwork : 2020/21


We want all learners to reach at least the expected National Curriculum standard by the end of year 6 and to be keen to continue their studies in key stage 3 and beyond. We want learners to be able to see themselves as designers.

The design lesson should be one our learners look forward to and greet with enthusiasm. They should leave lessons wanting to find out more.

When studying design, learners will draw on their developing learning habits, making progress in their ability to persevere, work effectively as a team, respect and celebrate difference, ask questions and create. We want learners to be interested how things are made and how they work, in both function and form alongside problem solving and enterprise.

Our curriculum ensures that pupils can explore 7 key concepts from EYFS to year 6 building knowledge and understanding of: Design, Nutrition, Technology, Data, Functionality, Innovation and Enterprise.

Approximately, 30 hours are allocated annually to design technology across at least 2 terms


The majority of work in design technology is inspired by cross-curricular themes or events. For example in lower key stage 2, learners explore and evaluate how modern sandals are designed and made - they are challenged to create a sandal design for a Roman Soldier. Learners plan and make prototypes then test their ideas before making a final sandal to fit a member of staff. In Key stage 1, learners find out about wheels and axles then use their learning to plan and make a vehicle.

We draw on learners’ own experiences and interests.  In key stage 2 pupils work together throughout the year to explore: ‘Fridays for the Future’ which includes considering how we can design for sustainability.  

In design work, learners follow the process of research and explore; develop technique; plan and test; create, evaluate and improve. The curriculum is planned and organised so that all learners have the opportunity to revisit and refine knowledge, skills and techniques.

When working with materials and textiles learners improve their skills and techniques for cutting and joining. They experiment and explore before making a final artefact, refining, during their primary years, planning, selection, communication and skills. Learners, with increasing sophistication, are able to justify their choices, give and receive feedback and make improvements to their work.

In food technology learners are taught basic hygiene and nutrition to complement work done in science. Skills develop progressively from washing, peeling and cutting to experimenting with ingredients and flavours.

In forest schools learners gain confidence when working with tools and fire, they work collaboratively and creatively in all weathers developing the ability to risk assess and set personal goals.

Assessment, Recording and Reporting

In all subjects there are three broad areas for assessment:

  • Children’s knowledge and understanding
  • How well children can use and apply their knowledge, understanding and skills at the end of a unit of work to complete an independent (of an adult) task or challenge.
  • How well learners are developing habits for learning and character

Teachers assess learner’s work, their attitudes, increasing skills, knowledge and understanding, by making informal judgements as they observe them during lessons. This assessment enables planning to be tailored to meet learners needs. Assessment encompasses teacher, peer and self-assessment. In all subjects, opportunities for both Assessment for Learning and Assessment of Learning are built into provision. Learners are supported to reflect on their own learning and, age appropriately, to make judgements about their strengths and needs, beginning to plan how to make progress and set personal targets.

Baseline assessment, in order to understand pupils’ prior learning, is an essential part of planning to ensure new learning is relevant and progress can be assessed.

The learners work, in particular baseline assessments and end of unit assessments, which are recorded within learners’ workbooks are used to make decisions at the end of each unit, and at the end of each year, as to next learning steps and whether or not learners are making strong progress and are on track for end of key stage expectation.  Progress is recorded and reported to parents as part of the child’s annual school report.

Special Education Needs

Design technology is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.


Prior to the pandemic:

  • Pupils made good progress in design to achieve at least ARE by the end of year 6 in almost all areas – provision for food technology is limited by space
  • Continuous provision and direct teaching in EYFS prepared pupils well for the national curriculum.
  • Children could speak confidently about their learning in Design Technology
  • Those working at greater depth were able to make connections between units of study. They went beyond the knowledge studied and asked questions to further their understanding. They were creative and original in their designs.

As a result of the pandemic pupils have:

  • Had fewer opportunities to explore concepts and address misconceptions through talking and questioning – not all learning is secure.
  • Had a variety of experiences when home learning and accessed set learning differently.
  • Had fewer opportunities for collaboration
  • More opportunities for food technology at home

By following the assess, plan, do, review cycle teachers will identify areas which need more or less focus over the next 2 years and support all pupils to make strong progress from starting points.

Provision for Food technology will be addressed over time including growing for cooking.

the National Curriculum

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.

Cooking and nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Design and technology in early years foundation stage

Understanding the world (UTW) is one of four specific areas of learning in the EYFS Curriculum Framework.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment

UTW has three aspects; Technology and The World being most related to future learning in Design Technology.

People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology

Expressive arts and design has two aspects:

Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: 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, art, music, dance, role-play and stories.

Learning in design technology will support learning in Maths,  Personal, Social and Emotional Development and Communication and Language.


Investigate, design, est, evaluate, make

 EYFS  :

Design: By the end of Foundation the learners will  know and be able to: 


Design products for themselves and others users

communicate their ideas through talking and drawing,


Select from and use a range of tools and equipment

Select from and use a wide range of materials and components


Explore existing products 

Evaluate their ideas and products

Technical knowledge 

 Build structures, exploring ideas about stability and strength


Understand where food comes from. 

Know about basic food hygiene

Design: By the end of foundation learners achieving typically will be able, with some independence, to: 

  • Generate ideas and make something. 
  • Describe how something works. 
  • Cut food safely with help 
  • Choose appropriate resources and tools. 
  • Make a simple plan before making. 
  • Ask for help to solve problems. 
  • Think of an idea and plan what to do next. 
  • Choose tools and materials
  • Measure and Join materials
  • Explain what went well  
  • Solve problems with design in context 
  • Apply previous learning 

Design: By the end of foundation learners achieving typically know

  • How to combine materials to make a product or model
  • How to cut food safely.
  • That it is important to wash before cooking
  • How to add wheels to a model
  • How to make a simple lever mechanism
  • How to make a model stronger or more stable
  • How to use scissors and glue safely
  • Where to find appropriate resources and tools.
  • How to make a simple plan before making.

Design technology is part of continuous provision in EYFS. learners have access to wood and tools. They construct with junk and loose parts. A variety of construction kits are available.

 KS1 :

Design: By the end of KS1 the learners will be able to: 


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 and mock-ups


Select from and use a range of tools and equipment to perform practical tasks

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 simple 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. 


Follow a simple recipe washing, peeling, cutting and weighing ingredients

Understand where some foods come from. 

Knowledge of craft workers and designers

Explore the work of others and apply ideas to own work

Talk about the work of different craft workers and designers

Design: By the end of KS1 learners achieving typically will be able, with increasing independence, to: 

Generate ideas and make something. 

Describe how something works. 

Cut food safely. 

Make a product, which moves. 

Make a model stronger. 

Explain to someone else how he or she wants to make his or her product. 

choose appropriate resources and tools. 

Make a simple plan before making. 

Ask for help to solve problems. 

Think of an idea and plan what to do next. 

Choose tools and materials and explain choices  

Join materials and components in different ways. 

Explain what went well  

I measure materials to use in a model or structure. 

Describe the ingredients being used 

Make comparisons 

Solve problems with design in context 

Apply previous learning 

About some designers, architects and craft workers, the differences and similarities between their work, making links to their own work

Class one designed new knickers for the queen! They made prototype knickers using their sewing skills for their teddy bears.

They also made hobbyhorses for the queens stable.



In KS2 :

Design: By the end of KS2 the learners will be able to:


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, 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.



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.

Knowledge of craft workers and designers

Know about great architects and designers in history and apply this knowledge

Design: By the end of KS2 the learners achieving typically will be able, with increasing independence, to:

Evaluate products for both their purpose and appearance.

Create a design that meets some set criteria.

Produce a plan and explain it.

Use ideas from other people when designing.

Evaluate and suggest improvements for  designs.

Improve their work when original ideas do not work.

Explain how  improvements to original designs

Present a product in an interesting way.

Follow a step-by-step plan, choosing the right equipment and materials.

Choose a textile for both its suitability and its appearance.

Select the most appropriate tools and techniques for a given task.

Make a product which uses both electrical and mechanical components.

Work accurately to measure, make cuts and make holes.


Describe how food ingredients come together.

Know how to be both hygienic and safe when using food.

Come up with a range of ideas after collecting information from different sources , including market research

Produce and follow a detailed, step-by-step plan.

Suggest alternative plans or refine plans; outlining the positive features and draw backs, justifying choices

Explain how a product will appeal to a specific audience, considering culture and society

Evaluate appearance and function against original criteria.

Use a range of tools and equipment competently.

Make a prototype before making a final version.

Demonstrate both hygiene and safety in the kitchen.

Work within a budget.

Draw on the work of designers and architects


Class 3 made Roman sandals as part of their history project.

This term class 3 are looking at world foods. They made butter in the science unit changing state which they used to create a sandwich (planning, cutting, grating and working to a budget). The next step is to taste  a variety of usual ingredients before designing and making a more exotic healthy food choice.

Class 4 are designing and making a buzzer toy to use at a schools council event. This will link work in science to design work.