Intent

At The Cambridge Primary School, we believe that Design and Technology plays a vital role in every child’s education and overall development. Our intent is to provide engaging, high-quality lessons that equip pupils with a broad range of skills and knowledge within the subject and its related areas. Design and Technology are both inspiring and practical. Our curriculum encourages children to take part in purposeful, curriculum-linked projects that develop their abilities to design, make and evaluate. Through these hands-on experiences, pupils are supported in bringing their creative ideas to life while also learning about a diverse range of influential designers.

"It’s not just about ideas, it’s about making ideas happen" - Scott Belsky

We aim for all children to leave The Cambridge Primary School with rich, memorable experiences that strengthen their understanding and confidence in designing, making, evaluating, applying technical knowledge and cooking. We want pupils to be able to reflect thoughtfully on their own work and to think critically about the work of others. Our progressive and engaging curriculum equips children with the skills, knowledge and vocabulary needed for successful learning. It enables them to apply what they have learnt across other subjects and make meaningful cross-curricular links. Through practical, hands-on activities set in real-life contexts — such as health and safety, nutrition and cooking, technical understanding, designing, making and evaluating — pupils develop a deep and purposeful understanding of Design and Technology.

 

Implementation

Design and Technology is taught as a skill-based curriculum from EYFS to Year 6, with purposeful opportunities for crosscurricular learning. The Subject Leader creates the medium-term plans, ensuring that units are linked to each year group’s focus topic. In KS1 and KS2, Design and Technology is taught once a week for an hour across three half-terms, with additional ‘DT Afternoons’ incorporated into hook days or themed weeks to enhance practical learning. Within EYFS, children experience Design and Technology daily through both indoor and outdoor continuous provision, allowing them to explore materials, tools and techniques in a hands-on, exploratory way. Lessons across the school follow a clear cycle: beginning with research, followed by skill-focused sessions that build progressively each week as part of a half-term project. This structure ensures that pupils develop new knowledge and skills, and engage fully in the design–make–evaluate process. DT journals are used to document learning, including newly acquired techniques, skill practice, draft designs and photographs of final pieces. Informal pupil conferencing is carried out by the Subject Leader during monitoring sessions to gather pupils’ views about DT teaching and curriculum content. DT journals are also monitored termly to ensure full curriculum coverage and consistent progression across the school.

 

Impact

Teachers assess children’s progress in Design and Technology primarily through formative assessment. This includes verbal feedback, book looks, self-assessment, peer assessment, teacher judgement and the use of RAG rating to evaluate developing skills and knowledge. In each lesson, the teacher highlights the specific skill being taught, helping pupils understand the focus of their learning. Knowledge gained throughout the unit is captured in knowledge organisers within the children’s DT journals, supporting reflection and enabling pupils to RAG-rate their understanding at the end of each lesson. Pupil voice is gathered during lessons, encouraging children to actively reflect, critique, and provide constructive feedback on their own work and the work of others as they move through the design–make–evaluate cycle. Teachers provide continuous verbal feedback to guide progress, and children’s work is documented through photographs and written evidence in their DT journals, as well as being displayed in the classroom to celebrate learning.

 

Fundamental British Values in Design and Technology

Pupils are taught the Fundamental British Values throughout the curriculum, and these are woven meaningfully into Design and Technology. In DT, children learn about a diverse range of designers, makers and architectural styles from different cultures and backgrounds, promoting tolerance and respect for cultural diversity. Through discussions about design choices and the influence of different creators, pupils show democracy by listening to and valuing the opinions of others. Children demonstrate the rule of law by following safety procedures, classroom expectations and the specific criteria set for each project, understanding why these rules are important for safe and successful work. Pupils are also encouraged to express individual liberty by making their own creative decisions when designing and producing their work, taking ownership of their ideas and outcomes. Mutual respect is embedded throughout DT lessons. Pupils are taught how to give constructive feedback, discuss each other’s work with kindness, and collaborate effectively during group projects. These experiences help children understand, practise and demonstrate all aspects of the Fundamental British Values within practical, purposeful contexts.