Design Technology





Design and Technology

 at Holystone



Technical Knowledge



Cooking & Nutrition


Design and Technology Intent

‘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. Department of Education, National Curriculum.

At Holystone Primary School our aim is to provide a Design and Technology curriculum that is underpinned by our Core Values. Our world is ever-growing and advancing and we want to use DT to equip our children with resilience, respect, independence and a sense of community. Setting purposeful tasks linked to a wide range of topics and their current world will enable each child to reach their full potential in DT by encouraging children to take risks, becoming resourceful, innovative, enterprising and capable citizens. We value DT as a unique way of ensuring our students have the skills to excel in an increasingly technological world.



Design and Technology Implementation

By the end of EYFS-

By the end of Key Stage 1

  • Design purposeful, functional and appealing products for themselves and other users based on design criteria.
  • Generate, develop, model and communicate ideas through talking, drawing, templates, mock-ups and ICT.
  • Explore and evaluate a range of existing products eg home, school and evaluate own ideas and designs against given design criteria.
  • Select from and use a wide range of materials and components (according to their characteristics) eg construction, textiles and ingredients
  • Build structures, exploring ways to stiffen, stabilise and strengthen
  • Explore and use mechanisms eg levers, wheels and axle
  • Select from and use a wide range of tools and equipment to perform practical tasks eg cut, shape, join and finish
  • Use basic principles of a healthy and varied diet to prepare dishes and understand where food comes from


By the end of Key Stage 2

  • Communicate, generate and develop ideas through drawing on other disciplines, discussions, annotated sketches and diagrams.
  • Use research to inform innovative design which are functional, appealing and are fit for purpose for a particular group/ individual.
  • Explain and understand how key events and individuals in D&T helped to shape the world
  • Confidently take calculated risks to become innovative, resourceful and enterprising
  • Generate own design criteria and critique ideas and products against these
  • Drawing on disciplines & making connections to wider subject areas, apply understanding of computing to program, monitor and control products
  • Making connections to real & relevant problems, apply understanding of wider range of mechanical systems (gears, pulleys, cams, levers and linkages) and of electrical systems (series circuits, switches, bulbs and motors) to solve the real/ relevant problem.
  • According to their functional properties and aesthetic qualities, select from and use a wide range of tools, equipment, materials and components accurately to make high Safely use and explore a variety of quality prototypes.
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
  • Know where and how a variety of ingredients are grown, reared, caught and processed and its impact on meal design to develop crucial life skill of feeding themselves and others affordably and well.


This is how it works

  • Design technology is provided as either cross curricular or discrete lessons.
  • An enquiry question will be used to engage children and promotes inquisitive learning.
  • Exciting topics to deepen understanding and offer challenge.
  • The skills and techniques developed will be evidenced in D&T book which will transition up the school through each key stage with the children.
  • A progression document is used to ensure that previous knowledge and skills are built on.
  • By the time the children leave Year 6, they will have explored and discussed a range of different designers and their work, focusing on the techniques used or the features designers incorporated in their inventions or products.
  • The children will then have a chance to recreate and reimagine these into their own designs. All children will be given a chance to work on a range of different collaborative design projects and have their work showcased across the school and in the local community.
  • Where appropriate, links will be made across the curriculum to create a more deep and meaningful design education.
  • Workshops or Design and Technology days relevant to specific topics may be used to immerse children in the design experience.

This is what adults do

  • Using the whole school progression document teachers plan inspiring, progressive lessons which work on developing or acquiring design skills and techniques.
  • Create a positive learning environment based on mutual respect where children feel comfortable discussing and sharing their own and others work and suggesting positive feedback and ways to improve.
  • Regularly monitor books, listen to pupil feedback and audit planning.
  • Raise the profile of Design Technology within the school, using displays, discrete lessons and workshops.

This is how we support

  • Work might be differentiated so that all children are able to meet the learning objective in activities suitable to their own individual needs.
  • Offering a range of equipment and resources so that all children can make progress during a lesson, e.g. use of templates or guides, different tools etc. Small group/1:1 adult support given where required.
  • We use teacher and self-assessment to quickly identify any child who requires additional support developing specific skills and techniques.
  • These pupils will then receive additional support or resources to use in order for them to successfully meet the learning objective.

This is how we challenge

  • Lessons will be differentiated.
  • Additional activities stretch the learning within the lesson and further develop certain skills or techniques.

This how we ensure all children can access the curriculum

  • Children who have SEN or EAL needs are introduced to specific vocabulary with supporting word banks.  
  • Seating children alongside good role models to support one another or working in groups to enable children to discuss their design choices.
  • By providing equipment and resources relevant to each individual child, e.g. templates, relevant vocabulary necessary for writing up design choices, writing frames.


Design and Technology Impact

This is what you might typically see

  • Happy and engaged learners.
  • Children posing questions about designs that they wish to research.
  • A range of different activities including practical lessons, research lessons, showcase of inventions and evaluations of designs to promote independence.
  • Children able to reflect on others work as well self-reflect on their designs and the making process, finding both areas of success and evaluating areas of possible improvement whilst being respectful.
  • Displays around the school and showcases of children’s designs to showcase our creative community.
  • Confident children who are willing to be resilient with skills and techniques they are developing.

This is how we know how well our pupils are doing

  • Marking and feedback by teacher and peers.
  • Monitoring of progress.
  • Photographic evidence included in children’s Design and Technology books.
  • Class displays of work.
  • Book scrutiny, pupil voice and planning audit.
  • Targeted adult support during lessons to ensure progress of all children.

This is the impact of the teaching

  • Children who enjoy Design and Technology.
  • Children who can confidently and discuss their ideas and learning whilst progressing in Design and Technology.
  • Reflective learners who are increasingly resilient.
  • Children who are able to showcase their developing skills and techniques by creating different products and inventions.
  • Children who are prepared to share the learning they have acquired in a variety of ways.
  • Children who are independently able to apply the different design skills and techniques they have acquired to design innovative, functional, appealing products.
  • Children who are inspired by the inventions and achievements of the designers they have learnt about.
  • Children who aspire to becoming designers of the future.