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Design Technology                                                 

Design and Technology gives young people the skills and abilities to engage positively with the designed and made world and to harness the benefits of technology.  They learn how products and systems are designed and manufactured, how to be innovative and to make creative use of a variety of resources including digital technologies, to improve the world around them.’ The Design and Technology Association.  


It is important that the children of Brightlingsea Primary School learn the technical skills set out in the Design and Technology National Curriculum, and then have the opportunity to apply these skills to create a range of products by following the design process of evaluating existing products, designing, making and then evaluating, their own products.  

 Children should have the opportunity to design a range of products, to be used in different contexts.   

 Children should learn and apply the vocabulary needed when working across the aspects of Design and Technology set out in the National Curriculum: designing, making, evaluating, technical knowledge in the context of cooking and designing products.  

 It is important that some of these contexts relate to our local area, for example creating products which link to Brightlingsea’s rich history of boat building, studying local designers and chefs and engaging with local businesses and community ventures such as allotments and restaurants.  

 Design and Technology should also be used to make links with other cultures, for example through the choice of designers being studied.  

 It is important that children have the opportunity to revisit all aspects of Design and Technology throughout their time at school, so that they can retain and build upon their learning in all aspects of Design and Technology. It is also important that children complete a mix of individual and group projects during their time at Brightlingsea Primary School as, in the adult world, the design process is often a collaborative one.  

 Year group teachers should have the freedom, be able to plan Design and Technology projects which compliments the interests of their class, cross curricular topics and individual teacher’s strengths and interests, but within a framework that ensures comprehensive coverage of the curriculum.  


The long-term planning document provides the following support for teachers to plan their Design and Technology curriculum:  

 Suggested vocabulary for the different aspects of Design and Technology  

  • An objective map so that each of the technical skills is covered at least once in KS1 and at least twice in KS2, to ensure skills are revisited.  
  • Suggestions of designers, both local and international  
  • Topic suggestions linked to the local area

 The long-term planning is designed to give teachers freedom when planning their Design and Technology, whilst still ensuring curriculum coverage, rather than being prescriptive.  

 Each term there will be a DT morning during which each class will complete a mini project covering one of the technical knowledge aspects of DT. This will ensure that children have extra opportunities to revisit and develop their technical skills.  


Assessment of children's learning in Design Technology is an ongoing monitoring of children's understanding, knowledge and skills by the class teacher, throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children.  

 Summative assessment: expectations of assessment and data collection need to be agreed upon with SLT.  

 Design Technology is also monitored by the subject leader throughout the year in the form of book/project outcome monitoring, looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place. The DT mornings will also provide an opportunity to monitor DT skills and progression across Year groups.  

 EYFS and Nursery pupils' progress and attainment is tracked using Tapestry, telling us whether each individual child is below expected, at expected or above expected attainment for their age.