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Design Technology (DT)


At Walwayne Court, we aim to provide children with a real-life context for learning when teaching DT. The DT curriculum should expose children to a range of skills and they should be inspired by the work of architects, chefs, designers, engineers. The teaching of DT should link to a real-life purpose and enable children to create a variety of food products, electrical systems, mechanisms, structures and textiles.


All teaching of DT should follow the design, make and evaluate sequence and each of these steps should be given equal weight. The use of technical knowledge and vocabulary should be embedded throughout the process.  The design process and learning should be meaningful and rooted in real life, relevant contexts. When possible, during the making stage, children should be given choice and a range of tools to choose freely from. After, children evaluate their own products against the design criteria initially discussed. There should be evidence of clear progression across the key stages and as children move to the next year.

 In KS1 this looks like:


  • Design stage to be purposeful and link to real life, based on a design criteria
  • Ideas generated through appropriate plans: talking, drawing, templates and mock-ups.


  • Children to select from and use a range of tools and equipment for their projects.
  • Children use a wide range of materials and components; textiles, construction equipment and ingredients.


  • Evaluate existing products.
  • Evaluate their own ideas and products against design criteria.

 In KS2 this looks like:


  • Use research and develop designs based on functional, appealing and purposeful products, aimed at particular individuals or groups.
  • Ideas generated and developed through appropriate plans: annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer-aided design.


  • Children can select from a wider range of tools than KS1 to perform practical tasks.
  • Children to use and select a wider range of materials and components; textiles, construction equipment and ingredients.


  • Evaluate and analyse a range of existing products.
  • Children to evaluate their ideas and products against design criteria and consider views of others. 
  • Understand how key events and individuals have helped globally shape design and technology.


Children's understanding, knowledge and skills in Design and Technology are monitored throughout lessons by the class teacher. This assessment is then used to inform differentiation, support and challenge required by the children.  The teaching of Design and Technology develops children’s creativity and imagination and helps to encourage their problem solving within a variety of real-life contexts. Children will acquire skills and subject knowledge that they can carry forwards into their own lives and draw on a range of disciplines. Children will become risk-takers, resourceful, innovative, analytical and capable citizens.

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