Design and Technology


The school curriculum is informed by the national curriculum and is sensitive to pupil interest, as well as the context of the local area. It is a bespoke, broad and balanced curriculum which is used alongside the skill progression map for DT, to set out the knowledge and skills pupils will gain at each stage. Quality First Teaching of DT occurs at St Thomas Primary, as cohort groups plan effectively, ensuring clear subject milestones and learning objectives are made, previous knowledge and skills are built upon and opportunities for revision are made. The DT curriculum is designed around the needs of the pupils in our school and there are a variety of approaches used to enable pupils make good progress.  Lessons planned have clear subject and skill intent, ensuring learning is meaningful and engaging where pupils gain knowledge and understanding of a range of skills, concepts, attitudes, techniques and methods of working creatively. The work given to pupils, over time and across the school, consistently matches the aims of the curriculum.

Early Years

Children focus on exploring a variety of materials, tools and techniques. They experiment with creating 2D and 3D structures from everyday materials and the use of different tools throughout the provision. 

Key Stage 1

Children use a range of materials creatively when designing and making. Lessons focus on the use of design, make and evaluate. Concepts and techniques are introduced through the study of local craftsmen.

Key Stage 2

Children develop techniques, control and the use of materials with awareness for different kinds of art, craft and design. Work is recorded through Seesaw. Children are engrossed in the works of many great artists, architects and designers throughout history. 




Design and Technology at St Thomas is designed and delivered in a way that allows pupils to transfer key knowledge to the long-term memory which is then applied fluently. It is sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points. Mastery of skill and knowledge is crucial; no gaps in learning should arise as pupils move onto the next stage. We teach pupils the act of investigating and making including exploring and developing ideas and work. We do this through a mixture of directed teaching and individual or group tasks. Teachers draw attention to good examples, they encourage children to evaluate their own ideas and methods and the work of others.  Children are given the opportunity within lessons to work on their own and collaboratively on projects in two and three dimensions. Pupil motivation and enjoyment is paramount so a variety of engaging and active approaches are encouraged. The Design and Technology curriculum intends to inspire pupils to develop a love of DT and see how it has shaped the world they live in.

Early Years

Children are given the opportunity to design, create and review their work within the provision. Outdoor learning provides the opportunity to work on a large scale, within groups and use extended resources. The indoor provision develops imagination and creativity in many forms.

Key Stage 1

Children are encouraged to explore visual, tactile and sensory materials and processes to develop their understanding of DT. They are given the opportunity to focus on the work of designs and makers by asking and answering questions such as: “What is it like?” “What is it going to be used for?” “What do other think about it?”.

Key Stage 2

Children develop their knowledge, skills and understanding of materials and process by developing their creativity and imagination. They are encouraged to use their own experiences and ideas to develop an understanding towards the work of others and their own creative pieces.


Assessment of DT at both KS1 and KS2 will be based on teachers’ judgments. Assessment takes place at all appropriate stages of a lesson to ensure pupils understand and can work to their true potential throughout the lesson, but particularly within the plenary, focusing on the relevant learning objectives to the lesson. All AFL is used to identify gaps in pupil knowledge and skill which informs next steps. Pupils are encouraged to be active in their learning, considering where they are now, where they are going and how they are going to get there. AFL can take the form of questioning, feedback, peer assessment and or self-assessment. We assess how well pupils embed concepts in their long term memory and apply them fluently; developing their understanding rather than memorising disconnected facts. If children are keeping up with the curriculum and are developing the skills required at each stage of learning (skill progression map for DT), they are deemed to be making expected or more than expected progress.

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