What We Do

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Design & Technology

Design is not just what it looks like and feels like. Design is how it works.

Steve Jobs


Through the teaching of Design and Technology we want our pupils to become astute and informed future consumers and potential innovators of tomorrows world. In projects pupils will be supported to combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industrial practices. They will be encouraged to reflect on and evaluate present and past design and technology, its uses and its impacts and from this reflection and evaluation question how objects work and their purpose.

Design and Technology is taught throughout the school to all year groups.  The aims and objectives from the 2014 National Curriculum have been taken and covered through our four year rolling long term plan which aims, whenever possible, to derive and relate to other curriculum areas to provide pupils with a more in depth and cohesive view of their areas of learning.

As a school we have chosen to use the Kapow scheme of Learning for Design and Technology, and have arranged the use of their materials within our four year rolling plan. The scheme maps out carefully knowledge and skills so that we can ensure our pupils have the best journey throughout.

The Design and technology scheme of work aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. Through our scheme of work, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.


Our Design and technology scheme of work enables pupils to meet the end of key stage attainment targets in the National curriculum and the aims also align with those in the National curriculum. EYFS (Reception) units provide opportunities for pupils’ to work towards the Development matters statements and the Early Learning Goals.

Expressive arts and design educational programme (taken from the EYFS Framework 2024):

The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.

Early learning goals that link to design technology:

EYFS – Expressive arts and design

ELG Creating with materials

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • Share their creations, explaining the process they have used.
  • Make use of props and materials when role playing characters in narratives and stories.

EYFS – Physical development

ELG Fine motor

  • Use a range of small tools, including scissors, paintbrushes and cutlery.


In foundation stage pupils will:

  • Have daily opportunities to make their own creations using a wide range of different materials, fixings and tools which are freely available in continuous provision.
  • Are taught how to use tools such as scissors, hole punch, string, sellotape, cutters etc.
  • Are encouraged to talk about what they would like to make, how they will do it and what they think about it when it is finished.
  • Are encouraged to evaluate what they have made and make changes as appropriate.
  • Take part in several weeks throughout the year where parents are invited to come in and make things.

Example of Progression

Below is an example of progression throughout the school in textiles. From Key Stage 1 where they created their own dresses for a fairytale topic, to Key Stage 2 where pupils fully engaged with the design process, adapting, trialing, and making using patterns created by themselves. All pupils reflected and evaluated during the process as well as on their final piece.