Design Technology

Design is not just what it looks like and feels like - Design is how it works.

Steve Jobs

Subject Coordinator:

Mrs Catherine Barker

Subject Link Governor: Melanie James

External Links:

Painsley Academy and RA Young Artists

Vision and INtent

With a ‘Design, Make and Evaluate’ approach, we believe in equipping children with the product knowledge, creativity and skills needed for an ever-evolving society.

We consider the work of craftspeople, designers and architects within real-life contexts. Children gain an understanding of products for the needs of others, themselves and for the future.

Our project-based curriculum also considers global and local influences for food sources, design and functionality in everyday life.

DT Coordinator

I am Mrs Barker, DT subject coordinator at Cheadle Primary School. I firmly believe that Art and Design contributes significantly to a pupil’s ‘rounded’ development. Design technology has the ability to be weaved throughout the curriculum and we do not under-estimate its importance. Research suggests that the arts develop creativity, a core pre-requisite of innovative mind sets, communicative attitudes and problem solving.

Curriculum and implementation

Design and Technology is a ‘hands on’ subject in which pupils have the experience of evaluating, designing and making products of a high standard. Design and Technology encourages children to examine their environment, question the world and to think about how and why things work the way they do.

Design and Technology is concerned with the ability to operate effectively and creatively in a rapidly changing technological world. It is an exciting practical subject which allows children to make sense of appliances and processes in their environment.

Design and Technology lessons can extend and enhance children’s natural curiosity of how and why things work, by providing pupils with the opportunity to apply and develop their skills.

Design and Technology presents children with a series of real life scenarios, where children become autonomous creative problem solvers. The children will combine practical exercises with the more abstract notions of aesthetics, functional design and making skills. As they do this they will develop their ability to evaluate past and present designs, the uses they have and the impact they have on the real world. Through their Design and Technology, children become more focused on what makes a successful product and more imaginative in how a product could be made or improved.

Design and Technology should draw on the child’s knowledge and experience from other subject areas particularly English, Maths, Science, Art and ICT.

Design and Technology should always be a relevant, enjoyable and creative activity for all children.


  • Developing in children an understanding of the designing and making process, the need to evaluate existing ideas and products and an ability to work through the D&T process confidently.

  • Ensuring that by the end of key stage 2 children are able to work more independently, and with confidence on design and technology.

  • Ensuring that children are able to identify opportunities for design and technology activities by observing more closely the objects around them.

  • Making children more aware of the ways in which everyday objects have been designed and made.

  • Enabling children to become more confident and skilled in using the range of tools and materials available in the school.


Here are the main curriculum areas and learning points for our DT curriculum.




Technical Knowledge

Cooking and Nutrition

Core Knowledge and skills

Please click on the links below to see our subject progression documents for DT.


While recording is kept to a minimum it is sufficient to note an individual pupil’s progress and to provide guidance for future teaching and learning. The medium term curriculum plans will form in D&T an aspect of the record of D&T taught. Where weekly planning is annotated this will inform future planning.

Coherence of assessment across the school is supported by discussion and consultation between staff.

Gathering evidence of pupil attainment is an integral part of assessment, which is built into the schemes of work.

Teachers can obtain evidence by direct observation of children at work, questioning pupils or listening to their conversations, and by photographing and recording their finished products.

The class teacher monitors progress in D&T by:

· Informal discussions with children;

· Assessing work and progress;

· Observing children.

cultural capital and enrichment

Cultural capital is theaccumulation of knowledge, behaviours, and skillsthat a child can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a pupil will draw upon to be successful in society, their career and the world of work.

In art, Cultural Capital can be gained in many ways;

· From the study of differing cultures and artists both internationally and locally.

· Opportunities to create art from a wide range of topics including local, national, and international issues

· Knowledge of local and international artists

· Creating a link to the ‘self’ – becoming you.

· Encouraging a curiosity about the world.

DT planning and teaching Art and Design, our teachers ensure they provide opportunities to promote the following: –

· Spiritual development: Through helping pupils to recognise their own creativity and the creativity of others. Art supports spiritual development by introducing children to the work of great artists and fosters awe and wonder at the achievements of these great works of art. They also experience great admiration and respect for their peers’ work when they see the level of achievement and progress.

· Moral development: Through helping pupils to reflect how Art affects the environment, so that they can make informed choices when planning and creating. Children have to act sensitively to others, showing an awareness of how they can be a critical friend and offer constructive criticism without being offensive.

· Social development: Through helping pupils to recognise the need to consider the views of others when discussing creative ideas, and by working on collaborative projects, making the most of different strengths and interests within a team. Discussion about what the artist is trying to portray and their opinions on the artwork are actively encouraged, in an atmosphere whereby children mutually respect and value each other’s opinions.

· Cultural development: Through exploring Art’s contribution to the quality of life within different cultures, and through valuing and reflecting on the responses of people from other cultures towards Art. The subject supports cultural development work by enabling children to study art involving various cultures and civilizations from around the world. They lead to a greater understanding of different ways of life and a respect for cultures that are very different from our own; how they can enrich our own lives. The fusion of art work between our own and other cultures leads to pupils incorporating designs, patterns and motifs in their own work developed by a deeper understanding of the culture.

· Mental Health: Through being able to recognise, acknowledge and express their own thoughts and feeling through their art work in a safe environment. It can be used to help manage behaviours, process feelings, reduce stress and anxiety and increase self-esteem. It can act as a tool to help relieve emotion or stress.

At Cheadle Primary School we strive to offer the best possible learning opportunities for our children. To enrich our curriculum, we have carefully chosen experiences that allow our children to enjoy hands-on activities linked to their whole-class Art projects. We place great importance on educational visits and visitors to enhance the art curriculum. These trips, alongside various other strategies discussed above allow teachers to facilitate learning so that pupils can note connections, contrasts and trends over time and are more holistically developed to enter the world as wider informed individuals. For example Year 1 visit Hanley Museum to study toys from the past and then incorporated their learning into designing toys for their own class projects.

What our pupils say

Darcey in Year 1 said… “I loved making the moving toys after our trip ... it was exciting because we put ‘dangerous’ parts on our toys.”

Giles in Year 2 said.. ”I like designing because it’s fun and it’s exciting to see how it turns out”

Eliza in Year 3 said… “I liked designing the box and cover of a chocolate bar... is was fun”

Lily-Mae in Year 4 said… “I love DT, it’s cool and you can create different things. My favourite things are using recycling ...I really like making models.”

Freya in Year 5 said… “I really liked learning using different materials to create pieces of art.”

Ben in Year 6 said… “I really like to get creative when designing doesn’t matter what you build...there is no right or wrong way’s amazing!”

useful websites

The Artful Parent

You can access over 500 arts and crafts activities, including painting, sculptures and printmaking. This site gives you ideas of what Art supplies to provide for your child in order to create and make different things.

Art for Kids hub

You can watch step by step videos on how to draw different things, origami for children, how to paint, holiday and celebratory art projects and projects related to the Seasons. It also gives you a list of the resources you will need before completing each art project.

Land Art for Kids

A website which gives you ideas on how to collect natural resources to produce different forms of Art.

Tate Kids-The Best Art Website for Kids

Children can follow instructions to make different things, play art games and quizzes and explore and read about the work of well-known artists.

BBC Bitesize Art and Design

You can watch class clips on famous artists, techniques and how to create different things.

Subject policy