Design & Technology

Design & Technology Intent, Implementation & Impact

Intent

At St Thomas’ our Design and Technology (D&T) curriculum is meticulously crafted to ignite curiosity, foster creativity, and develop essential skills that prepare our pupils for future challenges. Our intent is to provide a stimulating environment where children can explore the dynamic world of design and technology through hands-on experience, critical thinking, and collaboration.

We aim to:

• Develop a Love for D&T: Cultivate an enjoyment of practical and creative activities that promote innovation and problem-solving.
• Promote Skills Progression: Equip pupils with the necessary skills in designing, making, and evaluating, aligned with the National Curriculum, ensuring a progressive mastery throughout their primary education.
• Embed Sustainability: Instil an understanding of sustainability and the impact of design choices on the environment, preparing pupils to be responsible citizens.
• Encourage Cross-Curricular Learning: Connect D&T with areas such as science, mathematics, and art, enhancing cognitive connections and contextual understanding.

Our intent in the Early Years is to introduce the foundational concepts of design and technology through play-based, hands-on learning. Children are encouraged to explore how things are made and how they work, using a range of materials, tools, and construction toys to develop curiosity, creativity, and fine motor skills. Through purposeful play, problem-solving, and imaginative activities, pupils begin to design, build, and evaluate their creations. This early exploration nurtures independence, resilience, and the confidence to experiment - laying the groundwork for more structured designing and making in Key Stages 1 and 2. 

Implementation

To achieve our intent, we implement a dynamic and engaging Design and Technology curriculum that is well-structured, practical, and sequentially designed. Key elements include:

• Curriculum Design 

We have developed a clear progression framework that builds on prior knowledge and skills, ensuring that pupils develop a secure understanding of the design process from Early Years through to Year 6. Units are carefully planned to cover the key strands of the National Curriculum: designing, making, evaluating, and technical knowledge, including food technology.

• Teaching Strategies

Teaching is characterised by a balance of creativity, technical skill, and problem-solving. Lessons follow the design cycle - investigate, design, make, and evaluate - helping pupils understand each stage of product development. Teachers use practical demonstrations, modelling, and collaborative projects to develop children’s confidence in using a variety of tools, materials, and equipment safely and effectively. Links are made across subjects such as mathematics, science, computing, and art to enrich learning and highlight the real-world applications of design and technology.

• Experiential Learning

We provide pupils with authentic, hands-on experience that allow them to design and make purposeful products for specific users and real-life contexts. Projects are rooted in everyday problems or opportunities, helping the children understand the world around them. Pupils are encouraged to consider who their product is for and how it will be used, promoting empathy and user-centred design.

In Early Years, children engage in open-ended construction, model-making, and imaginative play, fostering creativity and fine motor skills through explorations. 

• Adaptive Teaching

We employ adaptive teaching approaches to ensure all learners, including those with SEND, can access and enjoy D&T .Lessons are differentiated through scaffolded design tasks, varied materials, and flexible grouping, enabling every pupil to experience success in designing and making. Teachers’ model safe and effective use of tools, with appropriate support provided to build independence and confidence.

• Assessment and Feedback

Ongoing formative assessment is used to monitor pupils’ progress, focusing on both practical outcomes and the development of design thinking. Feedback is specific, constructive, and encourages pupils to reflect on how they can improve their designs and products. Assessment aligns with National Curriculum expectations, tracking skill progression in designing, making, evaluating, and applying technical knowledge over time.

Impact

The impact of our Design and Technology curriculum is measured through a range of outcomes and indicators that reflect pupils’ creativity, technical understanding, and ability to apply their learning in meaningful, real-life contexts.

• Pupil Engagement and Enthusiasm

Observations show that pupils are highly motivated, engaged, and enthusiastic during D&T lessons. They enjoy the opportunity to design, make, and evaluate their own creations, showing pride in their finished products. Pupils demonstrate curiosity and independence, often showing initiative in problem-solving and experimenting with different materials and methods.

• Knowledge Retention and Understanding

Assessment data indicates that pupils consistently meet age-related expectations in D&T. They can confidently articulate the purpose of their designs and explain the processes and decisions behind them. Pupils show a secure understanding of key concepts, and can make meaningful links to prior learning.

• Skills Development

Pupils leave St Thomas’ with well-developed design and practical skills. They can generate creative ideas, use tools and equipment safely and accurately, and evaluate their work thoughtfully against design criteria. They demonstrate growing confidence in technical vocabulary and can apply design principles to a range of contexts, showing readiness for the next stage of their education.

• Cultural Awareness and Identity

Through hands-on projects, pupils develop an understanding of how design and technology impact daily life, the environment, and society. They learn to design with empathy, sustainability, and purpose in mind - considering users’ needs, functionality, and the wider implications of their design choices.

• Community Involvement

The curriculum fosters connections with the local community, through workshops, events and collaborative design projects. 

In summary, our intent, implementation, and impact statements reflect our commitment to delivering a high-quality Design and Technology curriculum that meets and exceeds the expectations of the National Curriculum. At St Thomas’, we aim to equip all pupils with the creativity, practical capability, and critical thinking skills needed to become innovative problem-solvers and responsible citizens in an ever-evolving technological world.

Overview of Design & Technology

Progression of Skills in Design & Technology

Design & Technology in the Early Years

In the Early Years Foundation Stage (EYFS), Design and Technology (DT) is explored through hands-on, creative activities and is covered primarily through the Physical Development and Expressive Arts and Design (EAD) areas of learning. Children develop fine motor skills, problem-solving, creativity, and understanding of how things work as they design, make, and evaluate products using a variety of materials.

Children engage with textiles by making items like a blanket for Baby Bear. They explore different fabrics, practice simple sewing or gluing skills, and think about how to join materials together. This helps develop their control and understanding of materials.

When designing and making a fruit salad, children select, prepare, and combine different fruits. They learn about healthy eating, develop cutting and mixing skills, and follow simple steps to complete their product. They also practise using simple one-handed tools like plastic knives and peelers safely and effectively.

Designing and making a picture frame allows children to explore construction and decoration. They consider the shape, size, and purpose of the frame, select materials like cardboard or wood, and use tools such as glue, scissors, or tape. They personalise their frame through painting or sticking decorations.

Making a Mother’s Day card with moving parts introduces simple mechanisms like sliders or levers. Children design their cards, explore how moving parts work, and carefully assemble their creations. This activity develops understanding of cause and effect alongside fine motor skills.

Evaluating different types of bread involves tasting and comparing various kinds. Children discuss texture, taste, and appearance, developing their vocabulary and ability to express preferences. This helps them understand that products can vary and encourages critical thinking.

Throughout these experiences, practitioners encourage children to talk about their ideas, plan their work, make choices, and reflect on what worked well or could be improved. DT in the EYFS is integrated with play and exploration, making it meaningful and enjoyable while building important skills for the future.

Achievements & Celebrations in DT