Good buildings come from good people, and all problems
are solved by good design.
- Stephan Gardiner

Our Design and Technology curriculum aims to inspire children to think and work as designers, engineers, chefs and inventors, equipping them with the knowledge, skills and creativity to solve real-life problems through purposeful design. At Blacko Primary School, we believe Design and Technology is an inspiring, practical subject where children learn to take risks, become resourceful and develop resilience by designing, making and evaluating products for a range of users and purposes.

Through high-quality Design and Technology lessons, children develop creativity alongside technical knowledge and practical skills. They learn to investigate existing products, generate and develop innovative ideas, communicate their designs, select appropriate tools and materials, manufacture quality products and critically evaluate their effectiveness. Throughout the curriculum, pupils are encouraged to become reflective learners who understand that design is an iterative process where ideas can be refined and improved.

Our curriculum provides meaningful opportunities for children to apply knowledge and skills from across the wider curriculum, particularly mathematics, science, computing and art. Children learn about the work of designers, engineers, architects, inventors and chefs, drawing inspiration from existing products and innovations to inform and improve their own work.

Design and Technology Curriculum

At Blacko Primary School, our Design Technology curriculum has been carefully sequenced to ensure it fully meets the requirements of the National Curriculum whilst ensuring progression in both substantive knowledge and disciplinary skills. Learning is structured around a consistent design process that is revisited throughout every unit, enabling pupils to know more, remember more and apply previous learning with increasing independence.

Our curriculum is built around five key concepts which underpin every project:

• Explore – investigating existing products, materials, mechanisms and designers while recalling prior learning.
• Develop Ideas – experimenting with techniques, developing practical skills and generating creative solutions.
• Design – planning purposeful products through drawings, annotated diagrams, design criteria and consideration of users and purpose.
• Make – selecting appropriate tools, materials and techniques to manufacture high-quality products safely and accurately.
• Evaluate – testing, reflecting upon and improving products by evaluating them against design criteria and considering future adaptations.

These concepts are revisited across a broad range of contexts including textiles, structures, mechanical systems and food technology. Children progressively build their understanding of designing for purpose whilst developing increasing confidence in using tools, equipment and materials safely and effectively. Each unit culminates in a purposeful final product which demonstrates the knowledge, skills and understanding acquired throughout the design process.

Alongside practical making, pupils learn about healthy eating, nutrition and seasonality through food technology, whilst developing an understanding of mechanisms, structures, materials and technical systems. They are encouraged to think critically, solve problems creatively and work collaboratively, preparing them for future learning and the rapidly changing technological world around them.

Early Years Foundation Stage (EYFS)

Design and Technology begins in the Early Years through the Expressive Arts and Design area of learning and continuous provision. Children explore a wide variety of materials, tools and construction resources, developing their creativity through opportunities to investigate, design, make and improve their own creations. Through activities such as construction kits, loose parts play (Kitcamp), model making, den building, playdough and cooking, children develop fine and gross motor skills, spatial awareness, problem-solving, collaboration and independence. They learn to safely use simple tools, explore different materials and begin to evaluate and adapt their creations, laying the foundations for future Design and Technology learning.

Key Stage 1 and Key Stage 2

Throughout Key Stages 1 and 2, pupils revisit and deepen their understanding through progressively challenging projects which develop practical expertise alongside technical understanding. Children learn to:

• investigate and evaluate existing products and designs;

• develop and communicate innovative design ideas;
• select and safely use an increasingly wide range of tools, equipment and materials;
• understand mechanisms, structures and food technology principles;
• design and make products that are fit for purpose and meet identified design criteria;
• evaluate, refine and improve products through testing and reflection.

Learning progresses from simple exploratory tasks in Key Stage 1 to increasingly sophisticated projects requiring greater accuracy, independence and technical understanding in Key Stage 2. Children continually revisit previously taught skills, enabling them to build confidence and mastery over time.

Evidence and Assessment

Our Design and Technology curriculum develops children's ability to think creatively, solve problems and apply technical knowledge through purposeful practical experiences. Assessment is ongoing throughout each stage of the design process as teachers observe pupils' practical skills, decision-making, technical understanding and ability to evaluate and improve their work. The structured sequence of Explore, Develop Ideas, Design, Make and Evaluate enables teachers to identify progress at each stage whilst providing opportunities for pupils to reflect upon and improve their own learning.

Evidence of learning is captured in Design and Technology books through annotated designs, planning, research, evaluations and photographs where appropriate, alongside the completed products themselves. The impact of the curriculum is evident in the increasing quality of children's designs, the accuracy of their practical skills, their confidence in selecting appropriate tools and materials, and their ability to explain, evaluate and improve their work. Through this, our pupils leave Blacko as confident, creative and resilient designers who understand how design and technology shapes the world around them and who are well prepared for the next stage of their education.

Inclusion & SEND Across Our Curriculum

Across all areas of the primary curriculum, we are committed to ensuring that every pupil—including those with SEND, those who are disadvantaged, and pupils from all backgrounds and demographics—can access, engage with and succeed in their learning.

Our curriculum is designed to be inclusive by intent and adaptive in practice, ensuring that high expectations are maintained for all learners while removing barriers to participation and progress.

 

High-Quality, Inclusive Teaching in Every Subject

In every subject, pupils with SEND are supported to access learning through carefully planned adaptations that are responsive to individual need. These adaptations are part of high-quality first teaching and are planned by class teachers in collaboration with the SENDCo where appropriate.

Adaptations are informed by the EEF’s ‘Five-a-Day’ principles for SEND, ensuring that teaching strategies are evidence-based and benefit all learners. These may include:

• Flexible grouping and targeted adult support

• Clear modelling and explicit instruction

• Use of visuals, scaffolds and structured resources

• Opportunities for retrieval, overlearning and pre-teaching

• Assistive technology or alternative methods of recording

Such approaches support pupils with SEND while also strengthening learning for disadvantaged pupils and the wider class.

 

Subject-Specific Adaptation and Access

Each curriculum subject is planned with consideration for:

• Cognitive demand and curriculum sequencing

• Language and vocabulary development

• Practical and multisensory learning opportunities

• Alternative ways for pupils to demonstrate understanding

Where needed, teachers implement Ordinarily Available Provision (OAP) within lessons to ensure pupils can participate meaningfully in subject learning alongside their peers.

This ensures that pupils are not removed from learning unnecessarily and that adaptations remain closely aligned to the curriculum’s intended knowledge and skills.

 

Early Identification and Responsive Support

Across all subjects, pupil progress is closely monitored. Where barriers to learning are identified, teachers follow a graduated response (Assess, Plan, Do, Review) to ensure timely and appropriate support.

Subject leaders work alongside the SENDCo to:

• Review curriculum accessibility

• Support teachers with inclusive subject-specific strategies

• Ensure adaptations are effective and proportionate

• Maintain ambitious outcomes for all learners

This reflects the current Ofsted focus on how well schools identify need, adapt curriculum delivery and evaluate impact for pupils with SEND.

 

Partnership with Families

We recognise the importance of working in partnership with parents and carers. Our Inclusion and SEND page provides further information about:

• How subject learning may be adapted

• What support looks like in the classroom

• How progress is communicated

• Where families can access additional advice or support

Through open communication, we ensure that provision across all curriculum areas reflects each child’s strengths, needs and aspirations.

 

Inclusive Curriculum & Ofsted Expectations

Our approach aligns with the latest Ofsted Inspection Framework, which places strong emphasis on:

• Inclusive curriculum design

• The effectiveness of adaptive teaching

• The impact of support for pupils with SEND and those who are disadvantaged

• Leaders’ understanding of how well pupils access and achieve across subjects

We continually review our curriculum and teaching practices to ensure that all pupils are supported to achieve well across every subject area.

 

For further information, please see our SEND and Inclusion Page on our school website.

Subject Leaders

Subject leaders will conduct deep dives, which include lesson drop ins, pupil interviews and book looks to measure the impact of our teaching, based on how much children can remember.