At Elham Church of England Primary School, our Design and Technology curriculum is rooted in our Christian vision and values of Empathy, Faith, Achievement and Community. We believe that design and technology equip pupils to become thoughtful problem-solvers who can respond creatively to real-world needs and challenges. Through purposeful designing, making and evaluating, pupils learn how human ingenuity can improve lives and contribute positively to society.
Our intent is to ensure that all pupils develop the knowledge, skills and understanding needed to think and work as designers, engineers and innovators. Pupils learn how to identify problems, generate ideas, develop and communicate designs, select appropriate materials and tools, and evaluate products with increasing precision. In doing so, they develop resilience, creativity and resourcefulness, reflecting our value of Achievement, where perseverance, reflection and improvement are central to success.
The curriculum ensures that pupils gain secure knowledge across the key areas of structures, mechanisms, textiles, food and nutrition, and electrical systems, as outlined in the National Curriculum. Pupils also develop an understanding of the iterative design process, recognising that effective design involves testing, adapting and refining ideas. This promotes independence, critical thinking and the confidence to take informed risks in problem solving.
Design and Technology provides meaningful opportunities to explore Empathy, as pupils design products with a clear user and purpose in mind, considering how their ideas can meet the needs of others. Pupils also learn about the impact of design and technology on everyday life, communities and the wider world, developing an appreciation of how innovation has shaped society. Through this, they begin to understand how creativity, stewardship and responsible use of resources relate to our value of Faith, encouraging thoughtful and ethical approaches to design.
Beginning in the Early Years, pupils are encouraged to explore materials, build structures, and develop fine motor control through practical and exploratory learning. These early experiences lay the foundations for later technical understanding and design thinking, supporting progression into the National Curriculum programme of study.
In the Early Years Foundation Stage, Design and Technology learning is guided by the Statutory Framework for the Early Years Foundation Stage rather than a published scheme. Teachers plan purposeful opportunities that allow children to explore materials, investigate how things work and begin to make intentional design choices. Through carefully planned adult guidance and provision within the learning environment, children are encouraged to consider the properties of materials, experiment with construction and develop early problem-solving skills.
Learning is often linked to class topics, storytelling and children’s interests, providing meaningful contexts for designing and making. For example, pupils may design and build a chair for Baby Bear after recognising that his chair was broken in the story of Goldilocks. In these situations, children are supported to think about the purpose of what they are creating, the needs of the user and which materials or joining methods might be most suitable. This early exploration helps children begin to understand that design involves planning, testing and improving ideas.
These experiences develop foundational skills in creative thinking, construction, collaboration and fine motor control, providing a strong basis for the more structured design–make–evaluate process that pupils encounter as they move into the National Curriculum.
As children progress to Key Stage 1 and beyond, our Design and Technology curriculum is underpinned by the Kapow Primary scheme, which provides a clearly sequenced progression of skills, knowledge and vocabulary. At Elham Church of England Primary School, pupils in Key Stage 1 and Key Stage 2 are taught in mixed-year group classes. To ensure clear progression and full curriculum coverage for all pupils, Design and Technology is taught through a structured A/B cycle, enabling pupils to access the full breadth of the curriculum over time without unnecessary repetition.
Kapow provides the foundation for curriculum planning, but it is used as a planning tool rather than a prescribed script. Teachers adapt lessons to meet the needs, interests, and prior learning of their pupils, using professional judgement to adjust pace, scaffolding and challenge. This approach ensures learning remains responsive and inclusive, reflecting Ofsted’s emphasis on the importance of teacher expertise and curriculum understanding in delivering high-quality teaching.
Each unit follows a design–make–evaluate cycle, ensuring pupils experience the full design process. Lessons begin by exploring existing products and understanding how they work, enabling pupils to develop technical knowledge and identify effective design features. Pupils then generate and communicate their own ideas through drawing, discussion and modelling before selecting materials and tools to create functional products. Finally, pupils evaluate their outcomes against design criteria and reflect on how their designs could be improved.
Across the A/B cycle, key knowledge and skills are revisited and developed with increasing depth and independence. Younger pupils focus on building foundational skills such as joining materials, exploring mechanisms and understanding simple food preparation. Older pupils apply these skills with greater precision and independence, engaging with more complex structures, electrical components and design considerations.
Teaching includes clear modelling of practical techniques, explicit teaching of technical vocabulary and opportunities for guided and independent practice. Pupils are encouraged to test ideas, solve problems and refine their designs, developing resilience and confidence in practical learning.
Design and Technology is further enriched through links with other areas of the curriculum and through opportunities to connect learning with real-life contexts. Pupils may design products linked to community needs, sustainability themes or wider curriculum topics, strengthening their understanding of how design and technology operates within our wider Community.
Adaptive teaching ensures that all pupils, including those with SEND and those from disadvantaged backgrounds, can access and succeed in the curriculum. Scaffolded resources, practical demonstrations and structured support ensure pupils develop the necessary skills while maintaining appropriate challenge.
The impact of our Design and Technology curriculum is evident in the quality of pupils’ designs, finished products and their ability to articulate the design process with increasing confidence and accuracy. Pupils demonstrate growing competence in selecting tools and materials, applying technical knowledge and evaluating their work against clear criteria.
Assessment in Design and Technology is primarily formative and embedded within teaching, in line with Ofsted guidance. Teachers assess pupils through observation of practical work, discussion, review of design work and evaluation of completed products. This enables teachers to identify misconceptions, adapt teaching and ensure pupils build secure knowledge and skills over time.
As pupils progress through the school, their work demonstrates clear development in technical understanding, creativity, problem-solving and independence. Pupils become increasingly confident in generating and communicating ideas, testing solutions and refining designs through evaluation and reflection.
We do not rely on internal numerical assessment data for Design and Technology, recognising that such measures would not capture the practical and creative nature of the subject. Instead, impact is evaluated through curriculum monitoring, work scrutiny, pupil voice and professional dialogue, ensuring the curriculum remains ambitious, coherent and aligned with our intent.
Pupils demonstrate strong engagement and enjoyment in practical learning, taking pride in designing and making purposeful products. Through these experiences, they develop the confidence, curiosity and resilience needed to approach problems creatively and contribute positively to the world around them.