Good buildings come from good people, and all problems are solved by good design.

- Stephan Gardiner

 

At Laneshaw Bridge, Design and Technology is an ambitious and inclusive subject that enables all pupils to think and work like designers. Our curriculum is designed so that pupils progressively acquire and remember essential knowledge about materials, structures, mechanisms, systems and processes, enabling them to design and make purposeful, functional products that solve real‑world problems. 

Children use creativity and imagination while drawing on knowledge from mathematics, science, computing and art. They learn to evaluate the work of designers, chefs, engineers, architects and craftspeople, understanding how design has shaped the world around them and using this as inspiration for their own work. 

By the end of primary school, pupils are confident, reflective designers who can: 

• Design for a clear purpose and user 

• Select appropriate tools, materials and techniques 

• Evaluate and improve their work using accurate subject‑specific vocabulary 

EYFS 

Design and Technology begins in the Early Years and is rooted in the Early Learning Goals for Technology and Exploring and Using Media and Materials. Children are provided with rich opportunities, indoors and outdoors, to: 

• Explore materials and tools safely 

• Build, join and construct models 

• Solve problems through play and talk about their ideas 

Learning is linked to children’s interests and experiences, ensuring high levels of engagement and strong foundations for future learning. 

Key Stage 1 and Key Stage 2 

From Year 1 to Year 6, the curriculum is organised into five core areas, which are revisited and built upon over time: 

• Food 

• Electricals 

• Textiles 

• Construction 

• Mechanisms 

Each unit follows a consistent sequence: 

1. Investigate and evaluate existing products and the work of designers or craftspeople 

2. Design purposeful products using sketches, diagrams and models 

3. Make products using a range of tools, materials and joining techniques 

4. Evaluate and improve outcomes against design criteria 

Key knowledge and skills are deliberately revisited within and across units, enabling pupils to recall prior learning and apply it in new contexts, supporting long‑term retention. 

Learning is underpinned by three curriculum concepts which run through every year group: 

• Master practical skills 

• Design, make, evaluate and improve 

• Take inspiration from design throughout history 

This coherent structure ensures progression, builds subject‑specific vocabulary and helps pupils make meaningful connections across their learning. 

The impact of our Design and Technology curriculum is seen in pupils who: 

• Can confidently talk about what they have learned and remember key knowledge over time 

• Apply previously taught skills and knowledge when designing and making 

• Evaluate their own and others’ work using accurate technical language 

• Demonstrate increasing independence, precision and creativity as they move through the school 

Assessment is ongoing and purposeful. Teachers check understanding during lessons and adapt teaching where necessary. End‑of‑unit outcomes provide opportunities for pupils to showcase what they know and can do. 

Evidence of Learning 

Pupils record their learning in a variety of ways, appropriate to the lesson and skill being developed. Evidence may include: 

• Design sketches and plans 

• Evaluations of designers or existing products 

• Focused skill practice 

• Final products or prototypes 

This evidence is recorded in Design and Technology planning books and demonstrates progression in both knowledge and skills. 

Subject Leadership  

Subject leaders monitor the quality and impact of Design and Technology through: 

• Lesson drop‑ins 

• Pupil interviews 

• Book looks 

• Discussions with staff 

The focus of monitoring is on how much pupils know, remember and can apply, rather than on the completion of tasks alone.