Design Technology Curriculum "DEsign is not what it looks like, design is how it works" Steve jobs

The purpose of the design and technology curriculum...

The National Curriculum states that, 'Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation'.

'To ensure that all pupils develop the creative, technical and practical expertise needed to perform everyday tasks confidently. Also, to participate successfully in an increasingly technological world'. Mary Myatt


At Wentworth we implement a curriculum that is progressive throughout the whole school. Design and technology is taught as part of a project, focusing on knowledge and skills. We ensure that design and technology is given the same importance as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. Design and Technology is an inspiring, rigorous and practical subject encouraging children to learn to think and intervene creatively to solve problems both as individuals and as members of a team. We provide a variety of opportunities for design and technology learning to take place inside and outside the classroom. The children are taught to combine their designing and making skills with knowledge and understanding in order to design and make a product. The aim of our Design Technology curriculum is to;

  • Learn a multitude of skills progressively ensuring that all children are able to learn and practice in order to develop as they move through the school.
  • Ensure Integral evaluation is part of the design process and allows children to adapt and improve their product, this is a key skill which they need throughout their life.
  • 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.
  • Wherever possible, link work to other disciplines through our project approach.
  • Allow children to apply the knowledge and skills learned in other subjects, particularly Maths, Science and Art.
  • Capture a child's interests through project learning, ensuring that links are made in a cross curricular way, giving children motivation and meaning for their learning.
  • Provide children opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers.
  • Provide all learners with the opportunity to participate in DT based after school clubs


Our teachers are creative and innovative when it comes to the delivery of design and technological skills. Our teachers aim to provide design and technology that is progressive and immersive. Opportunities are sought to allow for the end product to be an item suitable for sale, our learners have created minibeast homes to sell at summer fairs, family coat of arms and clocks to name a few in addition to upcycling clothes and performing their own fashion show in response to supporting the current global landfill issue.

Through our project-based learning approach, our additional Tribe Time Curriculum and after school clubs we give our children an opportunity to build upon the skills and knowledge they have previously learnt. We do this by facilitating children to acquire knowledge, vocabulary and skills in a progressive manner. By Encouraging learners to develop a working vocabulary to think as designers and create a brief they grow in confidence and draw on previous learning and skills, continually developing a high level of specific vocabulary, showing that they are thinking as designers. Continued research and learning by the children allows the investigation of existing designs and products, supporting the development and planning of their own. Throughout the design process, learners are encouraged to continually assess their products to see if they are fit for purpose, if they are not, then competently discuss how they could be improved upon. By using targeted assessments, we can ensure children have personalized next steps to shape future learning.


Within design and technology, we strive to prepare children to take part in the development of tomorrow’s rapidly changing world. We aim to encourage children to become creative problem-solvers, both as individuals and as part of a team. Through the study of design and technology, children combine practical skills with an understanding of aesthetic, social and environmental issues, as well as of functions and industrial practices. This allows them to reflect on and evaluate present and past design and technology, its uses and its impact. Our design and technology curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work. We measure the impact of our curriculum through different assessment methods. we assess if the finished product fits the brief and is suitable for purpose. Throughout the process learners are encouraged to understand the vocab of the subject and by understanding these terms, we can see whether they have implemented the knowledge and understanding correctly. Learners will document the creative process, producing a projectbook alongside the finished product, which in turn would also be a tool for assessment. We continue to promote the children's self assessment and allow them to voice their opinions on projects through pupil. Learners are provided with a fabulous finish to showcase the project work they have created, this can then also be assessed and viewed by a multitude of staff and peers.


We measure the impacts of our curriculum through the following methods:

  • Assessing children's understanding of project linked vocabulary before and after the unit is taught
  • Discussions with children, interviewing them about their learning (pupil voice).
  • Moderation staff meetings with opportunities for dialogue between teachers.
  • Photo evidence and images of the learners’ practical learning.
  • Presentation of work through Fabulous Finish Exhibitions
  • A reflection on standards achieved against the planned outcomes.
  • Learning walks and reflective staff feedback (teacher voice).