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DT: intent, implementation and impact


At Stannington First School, we plan our curriculum to prepare our pupils for life beyond primary education and prepare them for the jobs of the future. This means that we encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

This process encourages our pupils to critically evaluate existing products and then take risks and innovate when designing and creating solutions to the problems. As part of the process, time is built in to reflect, evaluate and improve on prototypes using design criteria throughout to support this process.

Opportunities are also provided for children to evaluate key events and individuals who have helped shape the world, showing the real impact of design and technology on the wider environment and helping to inspire children to become the next generation of innovators.

Our Design and Technology curriculum encourages children to think and intervene creatively to solve problems both as individuals and as members of a team. We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.



Subject leaders from Stannington First School have worked with colleagues across the Morpeth Partnership to create a long term plan for Design Technology that shows a clear progression of knowledge and skills from EYFS through to Year 13. At STannington First, there are medium term plans which outline a sequence of lessons for each term, carefully planning for progression and depth. Through these lessons, we intend to inspire pupils and practitioners to develop a love of Design and Technology and see how it has helped shape the ever-evolving technological world they live in.

Our DT curriculum provides children with opportunities to research, represent their ideas, explore and investigate, develop their ideas, make a product and evaluate their work. Children will be exposed to a wide range of media including textiles, food and woodwork; through this, children will develop their skills, design/craft vocabulary (buzz words) and resilience.

Sessions follow a structure that will help children maximise their learning and support their retention of skills and knowledge. We achieve this through:

  • using Flashback 4 questions to revisit prior learning and support learners’ ability to retain earning and increase space in the working memory.

  • We have a clear and comprehensive scheme of work in line with the National Curriculum.  Whilst the EYFS and National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.

  • We use carefully planned and sequential lessons to build upon knowledge and skills being taught throughout their learning journey at Stannington.

  • Through careful modelling and following a progressive curriculum developed by projects on a page by the DT association (These are adapted where necessary)

  • Class and peer discussions are used to support learners retention and use of key design/craft vocabulary (buzz words).

  • Through use of knowledge organisers.

Teacher assessment is measured against the key knowledge and skills and other forms of assessment are used, such as:

  • Challenge questions which create opportunities for pupils to apply their learning and a means to display and celebrate the pupils’ DT work in their class or around school

  • At the end of every DT unit, children will evaluate theirs and others projects against criteria set either by themselves or others. 



Our Design and Technology curriculum is well thought out and is planned to demonstrate progression. It fosters a passion for this subject. We measure the impact of our curriculum through the following methods:  

  • key questioning skills built into lessons

  • child-led assessments such as KWL grids are completed as a class at the start and end of each unit of work 

  • summative assessments aimed at targeting next steps in learning

  • a reflection on standards achieved against the planned outcomes  

  • pupil discussions about their learning which includes discussion of their thoughts, ideas, processing and evaluations of work

  • as designers, children develop skills and attributes they can use beyond school and into adulthood to prepare them for the jobs of the future.