Design & Technology Curriculum

Intent 

Design and Technology gives children the opportunity to develop skills, knowledge and understanding of designing and making functional products. We feel it is vital to nurture creativity and innovation through design, and by exploring the designed and made world in which we all live and work. 

D&T is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems in a variety of contexts. They acquire a broad range of subject-knowledge and draw on other disciplines eg maths, computing, science and art. Pupils learn how to take risks, becoming resourceful, innovative and enterprising. Through the evaluation of design past and present, they understand the contribution that high-quality design and technology has on the creativity, culture, wealth and well-being of a nation. 

Implementation

 Purposeful, hands-on and engaging learning opportunities encourage understanding of the iterative process; 

  • Objectives across all strands revisited and embedded within and across year groups and key stages to ensure cumulative fluency; 
  • Meaningful links made across subject areas to promote cross-curricular thinking; 
  • Pupils’ character development underpinned by transferable skills eg being resourceful, resilient and innovative. 

Impact

The Frenchwood Designer understands the iterative nature of the design process and uses this to research, design, communicate, make and evaluate a range of prototypes and products. They are resourceful, innovative and bold and can suggest ways to solve real and relevant problems. The Frenchwood Designer has a wide repertoire of skills and can apply this understanding to a range of contexts eg mechanical systems, electrical systems and structures. They understand the principles of nutrition and can apply this to meal design. 

Progression

Structures

Phase

Design

Make

Evaluate

EYFS
  • Making verbal plans and material choices. Developing a junk model.
  • Designing a junk model boat.
  • Using knowledge from exploration to inform design.
  • Improving fine motor/scissor skills with a variety of materials.
  • Joining materials in a variety of ways (temporary and permanent).
  • Joining different materials together.
  • Describing their junk model, and how they intend to put it together.
  • Making a boat that floats and is waterproof, considering material choices.
  • Giving a verbal evaluation of their own and others’ junk models with adult support.
  • Checking to see if their model matches their plan.
  • Considering what they would do differently if they were to do it again.
  • Describing their favourite and least favourite part of their model.
  • Making predictions about, and evaluating different materials to see if they are waterproof.
  • Making predictions about, and evaluating existing boats to see which floats best.
  • Testing their design and reflecting on what could have been done differently.
  • Investigating the how the shapes and structure of a boat affect the way it moves.

KS1
  • Learning the importance of a clear design criteria.
  • Including individual preferences and requirements in a design.
  • Generating and communicating ideas using sketching and modelling.
  • Learning about different types of structures, found in the natural world and in everyday objects.
  • Making stable structures from card.
  • Following instructions to cut and assemble the supporting structure of a windmill.
  • Making functioning turbines and axles which are assembled into a main supporting structure.
  • Finding the middle of an object.
  • Puncturing holes.
  • Adding weight to structures.
  • Creating supporting structures.
  • Cutting evenly and carefully.
  • Making a structure according to design criteria.
  • Creating joints and structures from paper/card and tape.
  • Building a strong and stiff structure by folding paper.
  • Evaluating a windmill according to the design criteria, testing whether the structure is strong and stable and altering it if it isn’t.
  • Suggest points for improvements.
  • Exploring the features of structures.
  • Comparing the stability of different shapes.
  • Testing the strength of own structures.
  • Identifying the weakest part of a structure.
  • Evaluating the strength, stiffness and stability of own structure.

LKS2
  • Designing a castle with key features to appeal to a specific person/purpose.
  • Drawing and labelling a castle design using 2D shapes, labelling: -the 3D shapes that will create the features - materials needed  and colours.
  • Designing and/or decorating a castle tower on CAD software.
  • Constructing a range of 3D geometric shapes using nets .
  • Creating special features for individual designs.
  • Making facades from a range of recycled materials.
  • Evaluating own work and the work of others based on the aesthetic of the finished product and in comparison to the original design.
  • Suggesting points for modification of the individual designs.

UKS2
  • Designing a stable structure that is able to support weight.
  • Creating a  frame structure with a  focus on triangulation.
  •  Making a range of different shaped beam bridges.
  • Using triangles to create truss bridges that span a given distance and support a load.
  • Building a wooden bridge structure.
  • Independently measuring and marking wood accurately.
  • Selecting appropriate tools and equipment for particular tasks.
  • Using the correct techniques to saws safely.
  • Identifying where a structure needs reinforcement and using card corners for support.
  • Explaining why selecting appropriating materials is an important part of the design process.
  • Understanding basic wood functional properties.
  • Adapting and improving own bridge structure by identifying points of weakness and reinforcing them as necessary.
  • Suggesting points for improvements for own bridges and those designed by others.

Mechanisms / Mechanical Systems

Phase

Design

Make

Evaluate

KS1
  • Explaining how to adapt mechanisms, using bridges or guides to control the movement.
  • Designing a moving story book for a given audience.
  • Selecting a suitable linkage system to produce the desired motion.
  • Designing a wheel.
  • Following a design to create moving models that use levers and sliders.
  • Selecting materials according to their characteristics.
  • Following a design brief.
  • Testing a finished product, seeing whether it moves as planned and if not, explaining why and how it can be fixed.
  • Reviewing the success of a product by testing it with its intended audience.
  • Evaluating different designs.
  • Testing and adapting a design.

LKS2
  • Taking part in structured brainstorming sessions.
  • Developing drawing and sketching skills with a focus on clarity and simplicity. Beginning to recognise the benefit of a range of diagram types or prototypes to communicate ideas. (eg. sketches, cross-sectional diagram, thumbnail sketches and exploded diagrams)
  • Creating prototypes using materials with similar properties to their final design.
  • Creating simple design criteria that outline basic functionality and appeal to individual users or target audiences.
  • Developing designs by adding detail and justifications about materials, tools, methods.
  • Following detailed safety instructions.
  • Using a ruler as a measuring tool with increasing accuracy by creating spaced marks using millimetres and measuring lengths of objects.
  • Handle different sizes and types of scissors with confidence.
  • With close supervision using a hot glue gun to join wooden materials (e.g. lolly sticks).
  • Selecting equipment required for a series of tasks based on the plan. Explain why each piece is suitable for each stage.
  • Selecting materials, components or ingredients from a wider choice but within a limited design space (e.g. seasonal ingredients from May and June in the UK).
  • Explaining why they think certain aspects of a peer's design are effective or why they suggested specific improvements.
  • Reflecting on feedback to decide if and how it could be used to improve future iterations.
  • Investigating and analysing a range of existing products by looking at their functionality and appeal.
  • Analysing why specific products, designers or inventors are successful.
  • Evaluating their designs by comparing them against design criteria and considering feedback from peers to suggest improvements.
  • Evaluating how effective their chosen materials and tools were in fulfilling the design brief.

UKS2
  • Designing a pop-up book which uses a mixture of structures and mechanisms.
  • Naming each mechanism, input and output accurately.
  • Storyboarding ideas for a book.
  • Following a design brief to make a pop up book, neatly and with focus on accuracy.
  • Making mechanisms and/or structures using sliders, pivots and folds to produce movement.
  • Using layers and spacers to hide the workings of mechanical parts for an aesthetically pleasing result.
  • Evaluating the work of others and receiving feedback on own work.
  • Suggesting points for improvement.

Electrical Systems (KS2 Only)

Phase

Design

Make

Evaluate

LKS2
  • Designing a torch, giving consideration to the target audience and creating both design and success criteria focusing on features of individual design ideas.
  • Making a torch with a working electrical circuit and switch.
  • Using appropriate equipment to cut and attach materials.
  • Assembling a torch according to the design and success criteria.
  • Evaluating electrical products.
  • Testing and evaluating the success of a final product.

UKS2
  • Identifying factors that could be changed on existing products and explaining how these would alter the form and function of the product.
  • Developing design criteria based on findings from investigating existing products.
  • Developing design criteria that clarifies the target user.
  • Altering a product’s form and function by tinkering with its configuration.
  • Making a functional series circuit, incorporating a motor.
  • Constructing a product with consideration for the design criteria.
  • Breaking down the construction process into steps so that others can make the product.
  • Carry out a product analysis to look at the purpose of a product along with its strengths and weaknesses.
  • Determining which parts of a product affect its function and which parts affect its form.
  • Analysing  whether changes in configuration positively or negatively affect an existing product.
  • Peer evaluating a set of instructions to build a product.

Cooking and Nutrition

Phase

Design

Make

Evaluate

EYFS
  • Designing a soup recipe as a class.
  • Designing soup packaging.
  • Chopping plasticine safely.
  • Chopping vegetables with support.
  • Tasting the soup and giving opinions.
  • Describing some of the following when tasting food: look, feel, smell and taste.
  • Choosing their favourite packaging design and explaining why.

KS1
  • Designing smoothie carton packaging by-hand.
  • Chopping fruit and vegetables safely to make a smoothie.
  • Juicing fruits safely to make a smoothie.
  • Tasting and evaluating different food combinations.
  • Describing appearance, smell and taste.
  • Suggesting information to be included on packaging.
  • Comparing their own smoothie with someone else’s.

LKS2
  • Designing a biscuit within a given budget, drawing upon previous taste testing judgements.
  • Following a baking recipe, including the preparation of ingredients.
  • Cooking safely, following basic hygiene rules.
  • Adapting a recipe to meet the requirements of a target audience.
  • Evaluating a recipe, considering: taste, smell, texture and appearance.
  • Describing the impact of the budget on the selection of ingredients.
  • Evaluating and comparing a range of food products.
  • Suggesting modifications to a recipe (e.g. This biscuit has too many raisins, and it is falling apart, so next time I will use less raisins).

UKS2
  • Adapting a traditional recipe, understanding that the nutritional value of a recipe alters if you remove, substitute or add additional ingredients.
  • Writing an amended method for a recipe to incorporate the relevant changes to ingredients.
  • Designing appealing packaging to reflect a recipe.
  • Researching existing recipes to inform ingredient choices.
  • Cutting and preparing vegetables safely.
  • Using equipment safely, including knives, hot pans and hobs.
  • Knowing how to avoid cross-contamination.
  • Following a step by step method carefully to make a recipe.
  • Identifying the nutritional differences between different products and recipes.
  • Identifying and describing healthy benefits of food groups.

Textiles

Phase

Design

Make

Evaluate

KS1
  • Using a template to create a design for a puppet.
  • Cutting fabric neatly with scissors.
  • Using joining methods to decorate a puppet.
  • Sequencing the steps taken during construction.
  • Reflecting on a finished product, explaining likes and dislikes.

LKS2
  • Designing and making a template from an existing cushion and applying individual design criteria.
  • Following design criteria to create a cushion or Egyptian collar.
  • Selecting and cutting fabrics with ease using fabric scissors.
  • Threading needles with greater independence.
  • Tying knots with greater independence.
  • Sewing cross stitch to join fabric.
  • Decorating fabric using appliqué.
  • Completing design ideas with stuffing and sewing the edges (Cushions)
  • Evaluating an end product and thinking of other ways in which to create similar items.

UKS2
  • Designing a waistcoat in accordance to a specification linked to set of design criteria.
  • Annotating designs, to explain their decisions.
  • Using a template when cutting fabric to ensure they achieve the correct shape.
  • Using pins effectively to secure a template to fabric without creases or bulges.
  • Marking and cutting fabric accurately, in accordance with their design.
  • Sewing a strong running stitch, making small, neat stitches and following the edge.
  • Tying strong knots.
  • Decorating a waistcoat, attaching features (such as appliqué) using thread.
  • Finishing the waistcoat with a secure fastening (such as buttons).
  • Learning different decorative stitches.
  • Sewing accurately with evenly spaced, neat stitches.
  • Reflecting on their work continually throughout the design, make and evaluate process.

Digital World (KS2 only)

Phase

Design

Make

Evaluate

LKS2
  • Problem solving by suggesting which features on a micro:bit might be useful and justifying my ideas.
  • Drawing and manipulating 2D shapes, using computer-aided design, to produce a point of sale badge.
  • Developing design ideas through annotated sketches to create a product concept.
  • Developing design criteria to respond to a design brief.
  • Following a list of design requirements.
  • Writing a program to control (button press) and/or monitor (sense light) that will initiate a flashing LED algorithm.
  • Analysing and evaluating wearable technology.
  • Using feedback from peers to improve design.

UKS2
  • Writing a design brief from information submitted by a client.
  • Developing design criteria to fulfil the client’s request.
  • Considering and suggesting additional functions for my navigation tool.
  • Developing a product idea through annotated sketches.
  • Placing and manoeuvring 3D objects, using CAD.
  • Changing the properties of, or combining one or more 3D objects, using CAD.
  • Considering materials and their functional properties, especially those that are sustainable and recyclable (for example, cork and bamboo).
  • Explaining material choices and why they were chosen as part of a product concept.
  • Programming an N,E, S, W cardinal compass.
  • Explaining how my program fits the design criteria and how it would be useful as part of a navigation tool.
  • Developing an awareness of sustainable design.
  • Identifying key industries that utilise 3D CAD modelling and explaining why.
  • Describing how the product concept fits the client’s request and how it will benefit the customers.
  • Explaining the key functions in my program, including any additions.
  • Explaining how my program fits the design criteria and how it would be useful as part of a navigation tool.
  • Explaining the key functions and features of my navigation tool to the client as part of a product concept pitch.
  • Demonstrating a functional program as part of a product concept pitch.

Subject Leadership

I’m John Moore, and I’m the Design Technology Subject Leader. DT is a subject that brings learning to life - it’s where creativity meets problem-solving, and ideas become reality.

My philosophy centres on hands-on, purposeful learning that encourages children to think like designers, engineers, and innovators. I believe DT should be inclusive, practical, and inspiring, giving every child the chance to explore materials, tools, and techniques in a safe and stimulating environment.

Through DT, pupils develop essential life skills: critical thinking, resilience, collaboration, and resourcefulness. Whether they’re designing a product, building a structure, or evaluating their work, they’re learning to take risks, reflect, and improve - skills that extend far beyond the classroom.

I’m passionate about making DT a subject that sparks curiosity and pride, and I look forward to working with staff and pupils to create a curriculum that reflects the creativity and diversity of our school community.