Curriculum – Design & Technology

DT Long Term Plan
DT Progression Document


At Hutton Henry Primary School we aim to provide children with a DT education that is relevant in our rapidly changing world. We want to encourage our children to become problem solvers who can work creatively. We believe that high-quality DT lessons will inspire children to think independently, innovatively and develop creative, procedural and technical understanding. Our DT curriculum provides children with opportunities to research, generate ideas and represent them in a number of ways, explore and investigate, develop their ideas, make a product and evaluate their work. They will use ICT to design, monitor and control their products. Children will be exposed to a wide range of media and through this, children will develop their knowledge, skills, vocabulary and resilience.


We have a clear and comprehensive scheme of work in line with the National Curriculum, based on the Projects on a Page scheme of work ( Design Association ) . Whilst the EYFS and National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our Curriculum as and when necessary. Children have access to key knowledge and technical vocabulary to understand Design Technology and to use these skills across the curriculum. In Design Technology, children are asked to solve problems by designing products to fit a design brief using a range of tools and materials. In Design Technology, English, Maths and Computing skills are revisited so children can apply and embed the skills they have learnt in a purposeful context.


Our DT Curriculum is developing to provide well thought out lessons and topics that demonstrate progression. In addition, we measure the impact of our curriculum through the following methods: 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. As designers, children will develop skills and attributes they can use beyond school and into adulthood. Staff assess children throughout each unit taught. The information gathered then informs planning and allows staff to follow progress of pupils over time.