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Dogsthorpe Academy

Design and technology


Our design and technology curriculum aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. Through our curriculum, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.

Our Design and technology curriculum enables pupils to meet the end of key stage attainment targets in the National curriculum and the aims also align with those in the National curriculum.


The design and technology national curriculum outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. Cooking and nutrition* has a separate section, with a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality. The National curriculum organises the Design and technology attainment targets under four subheadings: Design, Make, Evaluate, and Technical knowledge. We have taken these subheadings to be our strands.

Our design technology curriculum has five strands that run throughout. These are:

We also have 6 main drivers. We have identified a clear progression of knowledge and skills across each year group.

Our design and technology long term plan and progression and sequencing documents show the skills that are taught within each year group and how these skills develop to ensure that attainment targets are met by the end of each key stage.

Through our curriculum, pupils respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in the six key areas. Each of our key areas follows the design process (design, make and evaluate) and has a particular theme and focus from the technical knowledge or cooking and nutrition section of the curriculum.

We aim to incorporate a range of teaching strategies in lessons - from independent tasks, paired and group work including practical hands-on, computer-based and inventive tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles.

We incorporate Kapow knowledge organisers, where appropriate, for each unit to support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.


The impact of our design and technology curriculum is constantly monitored through both formative and summative assessment opportunities within lessons. Utilising Kapow resources, we plan for a “skill catcher” and “knowledge assessment” at the end of each unit to provide a summative assessment.

The impact of our design technology curriculum is that children will:

  • Understand the functional and aesthetic properties of a range of materials and resources.
  • Understand how to use and combine tools to carry out different processes for shaping, decorating, and manufacturing products.
  • Build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios.
  • Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment.
  • Have an appreciation for key individuals, inventions, and events in history and of today that impact our world.  Recognise where our decisions can impact the wider world in terms of community, social and environmental issues. Self-evaluate and reflect on learning at different stages and identify areas to improve.
  • Meet the end of key stage expectations outlined in the National curriculum for Design and technology.
  • Meet the end of key stage expectations outlined in the National curriculum for Computing.

National Curriculum - Design and technology key stages 1 to 2 (