Curriculum Intent

Our DT curriculum inspires children to be creative and practical problem solvers. From EYFS to KS1, children are given opportunities to explore how things work, design and make purposeful products, and develop confidence in using tools and materials.

Through exploring mechanisms, structures, textiles and food, children learn how things work and how they can improve the world around them. Our curriculum builds early technical knowledge and design skills, preparing pupils for confident progression into KS2.

Children will also develop the life skills and knowledge associated with healthy living, food nutrition and cookery. Alongside technical knowledge, children also apply cross curricular skills from maths, science and art to design, make and evaluate products.

Curriculum Implementation

DT is taught through practical projects, often linked to wider curriculum themes to give learning context and purpose. DT learning begins in EYFS through play-based exploration, construction, junk modelling and imaginative design. Children develop early skills such as joining, building, selecting materials and talking about their ideas.

In KS1 using the design, make, evaluate process, DT becomes more structured with children learning to design purposeful products, use simple tools and materials safely, explore mechanisms, structures and food preparation and evaluate their work. Technical vocabulary and evaluation skills are modelled and embedded. Continuous provision also provides opportunities for children to develop, test and refine skills they have learned independently. High standards are promoted in a nurturing and supportive environment where effort and achievement are celebrated.

Curriculum Impact

By the end of KS1, children are confident, curious learners who enjoy creating and problem-solving. They can design, make and evaluate simple products, work collaboratively and talk about their learning using appropriate vocabulary. Our curriculum helps our children develop creativity, resilience and independence, preparing them with essential skills for KS2.

Assessment is based on observation, pupil voice and evidence in books. We encourage the children to talk - in pairs, small groups or through class discussion, to share ideas and reflections. Summative and formative assessments are recorded on Tapestry, often with photographs of children’s products in different stages of the design and making process. Data is analysed and acted upon by subject leaders and staff to ensure progress and development for all. Monitoring includes work scrutiny, learning walks and pupil interviews.