Design and Technology

Our vision for design and technology

Children learn to identify a purpose, develop a design, make a product and evaluate how well it works. They develop practical knowledge of materials, mechanisms and food.

What children learn

Year A (2026–27) is being taught now. Year B (2027–28) follows next year. Years 1–2 use Cornerstones Year 1 projects, Years 3–4 use Year 4 projects and Years 5–6 use Year 6 projects where Cornerstones is used. Individual year-group expectations remain important.

Cycle and phase	Autumn	Spring	Summer
Year A · Years 1–2	Shade and Shelter	Taxi!	Chop, Slice and Mash
Year A · Years 3–4	Cook Well, Eatwell	Making it Move	Greenhouse
Year A · Years 5–6	Food for Life	Engineer	Make Do and Mend
Year B · Years 1–2	Remarkable Recipes	Beach Hut	Cut, Stitch and Join
Year B · Years 3–4	Fresh Food, Good Food	Functional and Fancy Fabrics	Tomb Builders
Year B · Years 5–6	Moving Mechanism	Eat the Seasons	Architecture

Essential Knowledge and progression

Reception children practise handling materials, making and problem solving. Across Years 1–6, children revisit design, making and evaluation with increasingly demanding technical knowledge and tools. Food units support understanding of ingredients and preparation.

A learning journey: In Shade and Shelter, younger pupils think about what a simple structure needs to do, choose materials and test whether it works. In Years 3–4, Greenhouse requires more considered decisions about a structure and its function. In Years 5–6, Engineer draws on increasingly precise technical choices and evaluation. Food projects similarly grow from preparing and combining ingredients in Chop, Slice and Mash towards planning and evaluating more complex food choices in Cook Well, Eatwell and Food for Life. Each project develops the cycle of design, make, test and improve.

How we teach it

Teachers make the purpose and intended user clear, model safe techniques and provide time for children to test ideas, make, improve and evaluate.

DISCERN in this subject: Pupils discuss an existing product and its user, learn a technical principle, and practise a making skill with support. Working together, they test design ideas and consider what functions well. The teacher checks understanding and safe use before children make and evaluate their own product. Findings inform the next design decision.

How all children take part

Teachers introduce and revisit key vocabulary, model new ideas clearly and adapt resources and support so that every child can participate and show understanding. Children who are ready to go further can explain, compare, apply and question their learning.

How we check learning

Teachers check understanding through questions, discussion, pupil work and practical activity. They revisit essential knowledge, address misconceptions and use what they learn about pupils to plan the next steps.

The school’s Marking and Feedback Policy also applies here. Evidence may be spoken, practical, digital or written: a brief observation, question, performance, product or recorded response can show the Essential Knowledge. Feedback identifies the next useful step and informs what the teacher revisits.

Beyond the classroom

Making useful items and exploring food, structures and mechanisms help children notice how design solves everyday problems. Our annual January STEAM Day provides a wider setting for design and engineering challenges. Construction Club is part of the autumn 2026 club offer.