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Design Technology

Curriculum Leader: Mrs Kerryanne Buggy


At St Mary's we have identified that D & T does not follow a linear process. The curriculum needs to enable a constantly evolving learning process where children are able to generate ideas, create prototypes, investigate existing products and evaluate throughout.


The Key Areas of Learning

There are six units of work which are revisited each year, with electrical systems beginning in KS2.  including an enterprise/ cultural capital opportunity to develop teamwork. Each unit has its own focus:

  • Food - Where food comes from, balanced diet, preparation and cooking skills. Kitchen hygiene and safety. Following recipes.
  • Textiles - Fastening, sewing, decorative and functional fabric techniques including cross stitch, blanket stitch and appliqué.
  • Structures - Material functional and aesthetic properties, strength and stability, stiffen and reinforce structures.
  • Mechanisms/ Mechanical SystemsMimic natural movements using mechanisms such as cams, followers, levers and sliders.
  • Electrical Systems (KS2) - Operational series circuits, circuit components, circuit diagrams and symbols, combined to create various electrical products.
  • Enterprise/ Cultural Capital Opportunity - Invention challenge with scrap materials, extra-curricular trips/ visitors in school and enterprise teamwork opportunities for children to learn about D&T industries and careers.
We take inspiration from the D&T Association, using their 'projects on a page' to form the basis of our planning. Each project involves practical application of the skills with meaningful and interesting contexts.

The Design Process

Each project, regardless of the focus, follows a process in design. We identify that D&T does not follow a linear learning process. The curriculum needs to enable a constantly evolving learning process where children are able to generate design ideas, make prototypes and critique their own, and existing products. Each stage of the design process is underpinned by technical knowledge and evaluation, these are integral to the process as a whole. Children evaluate throughout and use their technical knowledge, which encompasses the contextual, historical and technical understanding to complete an effective design process.

D&T Creativity & Individuality


We promote creativity and individuality through our curriculum. We follow an iterative process, which is the relationship between a pupil’s ideas and how they are communicated and clarified through activity. Creating an iterative process ensures that children are forming their own ideas and questions based on the knowledge they have gained and the skills they have developed. 


Each individual or group is enabled to have a different outcome from others in the class. Children receive a design brief or task that is not too confining, but is an opportunity to extend their ideas. They can then design freely using the new skills they have acquired. They make individual products or items that can be reflected upon and evaluated.