Design Technology Lead: Mrs Angela Aspin

At Lever House Primary School, our Design & Technology curriculum is designed to inspire pupils to become creative, innovative and resourceful thinkers who can identify problems and develop practical solutions. Through engaging, hands-on learning experiences, pupils develop the knowledge, skills and understanding needed to design, make and evaluate products that meet real-life needs and purposes.

Design & Technology plays a vital role in the  development of our pupils and supports the promotion of our core school values: Safety, Positivity, Ambition, Respect and Kindness. The subject encourages children to take risks, learn from mistakes and persevere when faced with challenges, helping them to develop resilience, confidence and independence. By working collaboratively and considering the needs and viewpoints of others, pupils also learn the importance of teamwork, respect and empathy.

Our curriculum provides opportunities for pupils to draw upon and apply knowledge from a range of subjects, including science, mathematics, computing and art. This cross-curricular approach helps children to make meaningful connections in their learning and understand how Design & Technology impacts everyday life and contributes to the wider world. Through carefully planned projects, pupils explore a variety of materials, tools, techniques and technologies, developing practical skills that can be applied in different contexts.

A key aspect of our Design & Technology curriculum is the design process. Pupils are taught to investigate existing products, generate and communicate ideas, select appropriate materials and components, create high-quality products and evaluate their effectiveness. They learn that good design is purposeful, user-focused and continually refined through testing and evaluation. This process encourages critical thinking, problem-solving and innovation, preparing children for an increasingly technological and rapidly changing world.

Curriculum Mapping Rationale:

One and a half years into a two-year rolling programme.

Curriculum sequencing and delivery
The curriculum is well sequenced, allowing pupils to build knowledge and practical skills progressively through a range of design-and-make projects. Key concepts and technical skills are revisited and applied in increasingly challenging contexts, ensuring continuity within the rolling programme.

Strengths in teaching and learning
Teaching is supported by strong subject knowledge, clear modelling and effective questioning. Lessons engage pupils in practical problem-solving and encourage creativity, independence and resilience. Real-world design contexts help pupils understand the relevance of their learning.

Evidence from lesson visits, work scrutiny and pupil voice
Lesson visits show pupils are engaged and motivated, with positive attitudes towards learning. Work scrutiny demonstrates clear progression in design work, technical skills and product outcomes. Pupils can explain what they have learned and how previous projects have helped them develop their skills.

Building knowledge and skills over time
Pupils are developing secure knowledge of materials, processes and design principles. They increasingly apply prior learning independently, make informed design decisions and produce higher-quality outcomes. Progression is evident in both practical capability and design thinking.

Planning:

The Design and Technology curriculum is carefully planned through a structured scheme of work that ensures progression in knowledge, skills and vocabulary across all year groups. Lessons are sequenced around clear learning questions (LQs), which support pupils in understanding the purpose of their learning and making connections with other curriculum areas. Knowledge organisers (KOs) are used to reinforce key concepts, technical vocabulary and prior learning. The curriculum promotes collaborative and story-based learning experiences, providing meaningful contexts for design challenges and problem-solving. A strong emphasis is placed on practical, hands-on activities, enabling pupils to develop and apply a range of design, making and evaluation skills while building confidence, creativity and resilience.

Assessment:

Pupils are assessed continuously through formative assessment, including pre-teaching and review questions, alongside more formal assessments recorded in double-page spreads or something of a similar nature ie: use of TALKR.

Monitoring:

• Book and portfolio scrutiny – On SHOWBIE, review pupils' design folders, photographs of practical work, evaluation sheets, and completed projects to check progression and curriculum coverage.
• Learning walks – visiting classrooms to see DT learning environments, displays, and practical activities in action.
• Lesson observations – observing DT lessons  evaluate teaching quality and pupil engagement.
• Pupil voice – talking to pupils about what they have learned, skills they have developed, and their enjoyment of DT.
• Teacher discussions – meeting with staff to discuss planning, assessment, strengths, challenges, and support needs.
• Planning scrutiny – reviewing medium-term and weekly plans to ensure coverage of the DT curriculum and progression of skills.
• Assessment analysis – checking teacher assessments to identify attainment, progress, and any groups needing support.
• Resource audits – monitoring DT equipment, materials, and budget requirements.
• Monitoring displays and outcomes – looking at finished products and displays around the school to celebrate achievement and check standards.
• Action planning and reporting – using monitoring findings to create a subject action plan and reporting to senior leaders.

Enrichment Opportunities:

D&T project theme week

Cross Curricular links:

English -

Writing design briefs, instructions, evaluations, and product descriptions.

Developing speaking and listening skills through discussions, presentations, and teamwork.

Reading and interpreting recipes, design specifications, and research materials.

Expanding subject-specific vocabulary related to materials, mechanisms, and food technology

Maths

Measuring length, weight, volume, and time accurately.

Using scales, rulers, and measuring equipment.

Calculating costings and quantities for projects.

Exploring shape, symmetry, angles, and geometric properties when designing products.

Collecting and presenting data from surveys about product preferences.

Science

Investigating properties of materials and selecting suitable materials for products.

Understanding forces and mechanisms such as levers, pulleys, gears, and pneumatics.

Exploring nutrition and healthy eating through cooking and food preparation.

Learning about electrical circuits when designing simple electrical products.

Computing

Using computer-aided design (CAD) software to create designs.

Researching products and gathering information online safely.

Programming and controlling simple products using digital technology where appropriate.

Developing digital literacy through presentations and documentation.

Art

Sketching ideas and developing designs.

Exploring colour, pattern, texture, and form.

Studying the work of designers and applying artistic techniques to product design.

Creating aesthetically pleasing products.