Design & Technology

Our Design and Technology curriculum at The Hayes Primary School inspires children to be curious, creative, forward-thinking problem solvers who are innovative, resourceful and responsible designers. Through imaginative, hands-on learning, pupils are encouraged to explore how things are made, how they work, and how they can be improved.  Design and Technology provides opportunities for children to solve real life problems, make purposeful products and contribute positively to our school and wider community. Rooted in our school values our Design and Technology curriculum empowers pupils to become confident designers who can think critically, work collaboratively show resilience when tackling challenges and apply their ideas to a rapidly changing world.

Intent

The intent of our primary Design and Technology curriculum is to provide children with a solid foundation in the design process, enabling them to design, make, and evaluate functional products. Children will develop key skills in using tools and materials safely, while also fostering creativity, problem-solving, and innovation. The curriculum aims to build an understanding of the properties of different materials, the importance of sustainability, and how products can solve real-world problems. Ultimately, children will gain the confidence to work independently and collaboratively, developing a lifelong interest in design and technology.

Our curriculum is built on inclusion and representation. It ensures all pupils see themselves in the products, users and contexts they explore, while introducing them to diverse design traditions, food cultures, materials and technologies from around the world. The curriculum also encourages pupils to design with empathy, understanding and respect for a wide range of users.

We aim to ensure all pupils:

• Develop a secure understanding of the design process: researching, designing, making and evaluating purposeful, functional products.
• Learn to use tools, materials and equipment safely and skilfully, becoming increasingly independent and confident.
• Understand how materials work, how things are made and how products can improve daily life.
• Recognise the importance of sustainability, responsible choices and the impact of design on the environment and wider community.
• Understand and apply the principles of nutrition and learn some key cooking techniques.
• Apply their DT skills across the curriculum, making meaningful links with science, computing, art, mathematics and the wider world.
• Ultimately, our aim is for children to develop a lifelong interest in designing, creating and improving the world around them, ready for the next steps in an increasingly technological world.
• Have access to an accessible and ambitious curriculum where they all can participate and achieve.

Implementation

Design and Technology lessons are delivered through project-based learning opportunities, supported by Kapow, where children engage in hands-on activities that allow them to design, make, and evaluate their own products. The curriculum is structured to guide children through each stage of the design process, from research and sketching to constructing prototypes and testing their ideas. Practical skills are developed through safe use of materials and tools, with cross-curricular links to science, art, and mathematics to enrich the learning experience. Differentiated tasks and clear step-by-step guidance ensure that all children, regardless of ability, are supported to reach their potential.  The curriculum follows a clear sequence across EYFS, Key Stage 1 and Key Stage 2 that enables our children to develop their skills and understanding in a progressive way, building on previous knowledge and understanding.

In EYFS, children begin to develop the foundational skills of designers, by

• Exploring a range of materials, tools and construction resources with increasing control and purpose.

• Develop imagination and creativity through role play, model-making and child-initiated exploration.
• Learn about how things work, linking with early Computing and ‘Understanding the World’.
• Begin to plan and talk about their ideas, evaluating what they have made.

DT is strengthened through links with science (materials, forces, mechanisms), computing (CAD, control and programming), maths (measurement, shape, scale), art (creative design) and geography (sustainability, local environment).

Our Design and Technology curriculum is fully adaptable to support pupils with SEND.  Lessons are designed to be inclusive, accessible and engaging for all. We modify so that all learners can take part and succeed. Lessons use a range of approaches; such as scaffolding, multi-sensory activities, clear instructions and structured tasks, to support and challenge every child. Pupils have chances to work both independently and with others, helping them build confidence at their own pace. The curriculum is carefully sequenced to ensure steady, manageable progression without sudden jumps in difficulty, so all pupils can access their learning.

Impact

The impact of the DT curriculum is evident in children’s ability to independently design, create, and evaluate their own projects. By the end of their primary education, children will have developed a range of practical skills and a clear understanding of the design process. Children will approach design challenges with creativity, resilience, and problem-solving skills. They will also understand the importance of sustainability and how design can help solve real-world problems, preparing them for future studies in design and encouraging responsible consumption.

By the end of their time at The Hayes, children are:

• Creative, motivated and confident designers, able to generate imaginative ideas and approach challenges with resilience.
• Technically skilled, able to use a range of tools, materials and equipment safely and effectively.
• Critical thinkers who can evaluate their own and others’ work thoughtfully, making improvements as part of the design process.
• Collaborative and respectful, working effectively with others and recognising different viewpoints when designing and making.
• Environmentally aware, understanding how responsible design supports sustainability and improves everyday life.
• Prepared for future learning, equipped with the knowledge, vocabulary and practical capability needed for secondary DT and an increasingly technological world.
• Assessment is ongoing and informs planning, ensuring progress across year groups. Most children achieve age-related expectations, and many exceed them through sustained engagement, curiosity and pride in their work.