Design and Technology


At Stannington First School, we plan our curriculum to prepare our pupils for life beyond primary education. 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 and Technology that shows a clear progression of knowledge and skills from EYFS through to Year 13. There are medium term plans which outline a sequence of lessons for each subject, 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 shaped the ever-evolving technological world they live in.

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’ D&T work in their class or around school


Our Design and Technology curriculum is well thought out and is planned to demonstrate progression. It fosters a passion for this subject.

If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:  

  • Key questioning skills built into lessons
  • Child-led assessment such as KWL grids
  • 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