Design and Technology


Intent, Implementation and Impact Statement for D&T


At St Mary’s CofE Primary we want to ensure that all the D&T taught enables children to design, make and evaluate functional products with users and purposes in mind. We aim to inspire children through a broad range of practical experiences to create innovative designs which solve real and relevant problems within a variety of different contexts. They will evaluate existing products and then take risks and innovate when designing and creating solutions to the problems. As part of the process, time is built in to reflect, evaluate and improve on prototypes using design criteria throughout to support this process. 


Through these lessons, we intend to inspire pupils to develop a love of Design and Technology and see how it has helped to shape the ever-evolving technological world they live in.


Our D&T curriculum reflects our five school values:




In D&T, children will:

  • Listen respectfully
  • Empathise
  • Collaborate
  • Co-operate

The DT curriculum will:

Promote mutual respect and understanding of other designers’ work, including those within their class.  They will share ideas and collaborate frequently.


In D&T, children will:

  • Imagine
  • Problem solve
  • Find patterns
  • Observe

The D&T curriculum will:

Give children the scope to be original with their thinking. Their projects will encourage innovation that lead to a range of design ideas and products being developed.


In D&T, children will:

  • Be resilient
  • Persevere
  • Fail and try again
  • Give their best effort

The D&T curriculum will:

Lead the children towards designing and making products that function in some way.  This may require adapting and refining their prototypes until they work properly.



In D&T, children will:

  • Question
  • Debate
  • Think about how they learn best

The D&T curriculum will:

Allow the children time to explore existing products which they will evaluate and incorporate in to their own designs. They will use their wisdom to apply their findings to their own designs.

In D&T, the children will:

  • Manage distractions
  • Not create distractions
  • Take responsibility for their actions

The D&T curriculum will:

Give the children the opportunity to think before choosing their resources and equipment. They will need to use them responsibly and with a certain amount of trust.



Each year group will cover 3 units of work over the year.  These will usually be taught in a block at the end of each term. Our D&T curriculum has a coherently planned sequence of lessons to help teachers ensure they have progressively covered the knowledge, understanding and skills required in the National Curriculum.

The areas of D&T covered are: mechanisms, structures, food, textiles, mechanical systems and electrical systems. These have been carefully distributed between consecutive year groups.

Our chosen scheme, Projects on a Page, is based on the six essentials of good practice in D&T. Teacher’s follow these in their planning and in the production of the work booklet that accompanies each project. 

  • User – children should have a clear idea of who they are designing and making products for, considering their needs, wants, interests or preferences. The user could be themselves, an imaginary character, another person, client, consumer or a specific target audience. 
  • Purpose – children should know what the products they design and make are for. Each product should perform a clearly defined task that can be evaluated in use. 
  • Functionality – children should design and make products that function in some way to be successful. Products often combine aesthetic qualities with functional characteristics. In D&T, it is insufficient for children to design and make products which are purely aesthetic.
  • Design Decisions – when designing and making, children need opportunities to make informed decisions such as selecting materials, components and techniques and deciding what form the products will take, how they will work, what task they will perform and who they are for.
  • Innovation – when designing and making, children need some scope to be original with their thinking. Projects that encourage innovation lead to a range of design ideas and products being developed, characterised by engaging, open-ended starting points for children's learning.
  • Authenticity – children should design and make products that are believable, real and meaningful to themselves i.e. not replicas or reproductions or models which do not provide opportunities for children to make design decisions with clear users and purposes in mind.


The impact of our D&T curriculum can be seen by talking to the children about their interest in this subject and seeing evidence in their work books, class scrap books and on displays around the school.

Children’s attainment is updated on Target Tracker throughout the year and attainment steps are updated termly. This allows the class teacher and subject lead to monitor the progress of all children across the school.

Children use technical vocabulary accurately and can be seen to improve their resilience and perseverance by continually evaluating and improving their work. The children in school can speak confidently about their D&T work and their skills.

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Progression Documents

DesignDesign Design
Progression DT- Food.pdf .pdf
Progression DT - Structures.pdf .pdf
Progression DT- Electrical Systems.pdf .pdf
Progression DT - Textiles.pdf .pdf
Progression DT - Mechanisms .pdf .pdf
Progression DT- Food.pdf .pdf