DESIGN & TECHNOLOGY — INTENT, IMPLEMENTATION, IMPACT
INTENT
At Smallthorne Primary Academy, our Design & Technology curriculum is designed to inspire, challenge and equip pupils with the creative, technical and practical expertise needed to succeed in an ever-changing world. Our ambition is that every child leaves us with the confidence to design, innovate and problem-solve, drawing on strong technical knowledge and an understanding of real-world applications.
Our curriculum is built around the statutory National Curriculum programmes of study and rooted in the principles of high-quality design. We use the Design and Technology Association’s “Projects on a Page” because it provides a clear and rigorous structure for learning, supports progression in knowledge and skills, and reflects best practice in primary D&T.
Our D&T curriculum ensures that pupils:
- Know more, remember more and do more over time
- Build the foundations of creativity, innovation and critical thinking
- Understand how design impacts daily life and contributes to society
- Develop competence in the core stages of the design process: research, design, make, evaluate
- Apply learning from mathematics, science, computing and art in purposeful, meaningful contexts
- Learn to make informed decisions about materials, structures, mechanisms, electrical systems and food technology
- Understand the principles of healthy eating, nutrition and safe food preparation
We are committed to ensuring the curriculum is inclusive and ambitious for all learners, including those with SEND, by providing practical adaptation, scaffolded design choices and opportunities for challenge.
Character & Arts Alignment
Design & Technology contributes strongly to Smallthorne’s Character & Arts curriculum by developing:
- Heritage – understanding local industrial history, including Stoke-on-Trent’s engineering, innovation and manufacturing heritage
- History – studying how products and technologies have changed over time
- Performing & Expressive Arts – nurturing creativity, presentation and collaborative design
- Sustainability – exploring environmentally responsible material choices and considering the impact of products on the world
- Enterprise – developing problem-solving, entrepreneurship, user-focused thinking and careers awareness
Our aim is to ensure every child sees D&T as a discipline that connects the past, present and future — and recognises its importance within our local context, the modern world, and future career pathways.
IMPLEMENTATION
Our Design & Technology curriculum is structured for coherence, progression and depth across EYFS, KS1 and KS2.
Curriculum Structure
We follow a clear long-term map that ensures full coverage of:
- Mechanisms
- Structures
- Textiles
- Electrical systems (KS2)
- Mechanical systems (KS2)
- Food and nutrition
Each unit follows a consistent teaching cycle:
- Investigate and research
- Design for a specific user and purpose
- Make using tools, techniques and materials
- Evaluate against criteria and improve
This structure builds disciplinary understanding and strengthens long-term memory.
Pedagogical Approach
Teaching is underpinned by:
- Explicit vocabulary instruction in every unit
- Modelling of technical skills and safe tool use
- Spaced practice and retrieval of previously learned knowledge
- Progressive skill development from EYFS to Year 6
- Opportunities for independent decision-making and collaborative problem-solving
- Adaptation to ensure pupils with SEND access and succeed within each project
- Deliberate links with science, maths, computing and art to deepen understanding
Cross-Curricular and Local Context
Where appropriate, projects connect to year-group topics, real-world contexts, careers and local heritage. Examples include:
- Exploring Stoke-on-Trent’s engineering and ceramics industries
- Studying how local designers and inventors have shaped the world
- Applying mathematical measurement in construction tasks
- Using scientific understanding to design mechanical and electrical systems
Assessment
We assess learning through:
- Pupil voice and design discussions
- Sketchbooks, design sheets and prototypes
- Photographic evidence
- Evaluation tasks showing knowledge transfer
- Teacher assessment of technical skill progression
IMPACT
By the end of each phase, pupils will:
- Demonstrate secure knowledge of structures, mechanisms, textiles, electrical systems and food technology
- Explain and apply the design–make–evaluate cycle with increasing independence
- Produce functional, well-designed products for specific users and purposes
- Use technical vocabulary confidently and accurately
- Work safely, independently and collaboratively
- Understand how design shapes society, affects the world and links to future careers
We measure impact through:
- Pupil outcomes in products, design logs and evaluations
- Sketchbook and evidence reviews
- Teacher assessment of knowledge retention
- Monitoring of teaching and learning to ensure high subject depth and secure progression
Our ultimate goal is that pupils leave Smallthorne equipped not just with skills, but with creativity, curiosity and confidence — ready to continue developing as designers, problem-solvers and innovators.