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

At Blacko, we want our children to think like designers and use their creativity and imagination to design and make products solving problems in a range of contexts and using a range of equipment. Children will draw on the disciplines of other subjects including mathematics, science, computing and art and learn how to evaluate popular designers and existing products and use them as inspirations for their own designs.

Through Design and Technology, we encourage the children to design, make and evaluate products for a purpose, using creativity and imagination. Children will have the opportunity to revisit their previous learning experiences supporting greater retention of knowledge and skills. Our Design and Technology curriculum provides children with opportunities to develop their skills using a range of media and materials and gives them the opportunity to explore and evaluate different creative ideas. Children develop their knowledge of the styles and techniques used by a variety of designers, chefs, architects, engineers and craftspeople.

EYFS

The teaching of design and technology at Blacko Primary School begins with and builds on the Early Learning Goals for Technology and Exploring and using Media within the EYFS. We provide a range of experiences that encourage exploration, observation, problem-solving, critical thinking and discussion. These activities, indoors and outdoors, attract pupils’ interest and curiosity. Activities are linked to children’s interests and experiences give children experiences working with different materials, using simple tools such as scissors and joining materials when making models.

Key Stage 1 & 2

The Design and Technology curriculum for years one to six is based around 5 areas which are revisited across school. These areas are:

• Food 
• Electricals
• Textiles
• Construction
• Mechanisms

Each unit of work starts by evaluating and critiquing the work of a famous designer, chef or craftsperson, discussing the functional and aesthetic properties of the designs and using this as inspiration for their own work. The children apply the skills of design, make, evaluate, and improve creating prototypes and exploring a range of materials and joining techniques across the units. The knowledge and skills of each unit builds on the children’s previous learning, as they hone their skills and develop their understanding of more complex and intricate techniques.

Our children organise their knowledge, skills and understanding around the following learning hooks:

• Master practical skills
• Design, make, evaluate and improve 
• Take inspiration from design throughout history

These key concepts underpin learning in each year group This enables children to reinforce and build upon prior learning, make connections and develop subject specific language.

Through the explicit teaching of the design skills, both the teachers and the children assess their learning continuously throughout the lesson. At the end of the unit, children will have completed a piece of work based on their learning.

Evidence

At Blacko children have the opportunity to record their learning in a variety of ways, which is recorded within DT planning books. Evidence of the learning is dependent on the lesson outcome, year group and the skills being developed. This can be in the form of fact file of studied craftsman, focused skill being practised or final piece of artwork.

Assessment 

Teachers assess children’s learning throughout each lesson to ensure understanding of skills and knowledge before building onto future learning. In addition, children will also complete final pieces of artwork.

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.