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Design & Technology Subject Intent

Design and Technology encourages children to take part in the development of today’s rapidly changing world. The subject promotes creative thinking which in turn has positive impacts to their quality of life. It encourages children to become autonomous and creative problem-solvers, both as individuals and as part of a team. The activities undertaken enable them to identify needs and opportunities and to respond by developing ideas and eventually making products and systems. 
Through the study of design and technology, children will reflect on and evaluate present and past design and technology, its uses and its impacts. Design and technology helps all children to become discriminating and informed consumers and potential innovators. Living in a technological age, surrounded by artefacts and systems which have been produced, designed and made for us by other humans working together in a complex range of activities, design and technology is viewed as an essential skill.


  • Provide children with an opportunity to explore their creative and imaginative capabilities through a range of activities.
  • Develop children’s knowledge, and teach skills, in order to design, make and evaluate products successfully.
  • Enable children to become critical thinkers, to ask questions and investigate simple products by process of disassembly and evaluation.
  • Motivate children by providing stimulating experiences.
  • Help children better understand the principles of nutrition and learn how to cook.


  • For pupils to gain experience, knowledge and understanding of Design and Technology through designing, making, investigating, and evaluating, and through the practice and development of skills.
  • For pupils to gain an understanding of a range of materials including stiff and flexible sheet materials, mouldable materials, textiles, food, and mechanical and electrical components, and their uses.
  • For pupils to develop their designing skills and information sources to generate and present their ideas.
  • For pupils to develop their making skills, by selecting appropriate tools and materials and developing increasing high standards of accuracy and finish.
  • For pupils to develop their knowledge and understanding of mechanisms and materials and how they can be controlled and manipulated, health and safety and the use of an appropriate vocabulary which can be demonstrated in cross curricular inspection, for instance in books and general use of language when spoken to about links.

Curriculum Organisation

Stag Lane Primary School and Nursery carry out the curriculum planning in Design and Technology in two phases: long-term, medium-term/short-term. The long-term plan maps out the units covered in each term during the key stage. The Design and Technology subject leader will support the long-term/medium-plan with teaching colleagues in each year group. Activities in Design and Technology will be planned for children to build upon the prior learning and with opportunities for children to make cross-curricular links.
The organisation of the curriculum will give children of all abilities the opportunity to develop their skills, knowledge and understanding. Stag Lane Primary School and Nursery will build planned progression into the scheme of work, so that the children are increasingly challenged as they move through the school.
Activities include:
  • Activities will be planned for children to investigate, disassemble and evaluate products (IDEAs) - encouraging children to examine and test the products of others (either commercial or of their fellow classmates) to make judgements about the quality or the methods by which it was produced. This analysis should be incorporated into the planning and designing process the children will be assessed on by the end of the unit...


  • Focused practical tasks in which children practice particular skills (FPTs) - This means that children are set tasks which enable them to practise a particular skill. This should not be undertaken in isolation, children can still produce an object even though the main aim is skill development. E.g. Children produce a Christmas card but the main intention was to provide an opportunity for children to practise folding card accurately and in using adhesive for small-scale work.


  • Assignments in which children design and make products (DMAs) - This means that children are set a design task or brief from which there will be a variety of outcomes, i.e. an open ended task. Younger children can be set design tasks in which the teacher has specified the outcome but the children should be provided with some individual choice or decisions. Older children can work on a task in which the teacher has not given any indication of what the outcome might be, but assistance/feedback is given on an individual basis in response to their own design.