Design and Technology

Mission Statement


Live and Learn with Jesus.

We follow Jesus through these values; love, fairness, happiness,

kindness and friendship.


D & T Subject Leader- Mrs R Dickinson





Here at Sacred Heart, we intend to instil into our children an understanding of Design and Technology, as defined by the Design and Technology Association, as a discipline for converting ideas and raw materials into the products and services that we all need and use every day of our lives. Everything we use around us has been designed, from the bridge we use to cross the canal to the rulers in our hands. They’ve all been made. We intend to ignite young minds and hands into the designers and makers of tomorrow.

The National Curriculum for Design and Technology aims to ensure that all pupils:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high quality prototypes and products for a wide range of users
  • critique, evaluate and test their ideas and products and the work of others
  • understand and apply the principles of nutrition and learn how to cook.

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.




Early Years

Physical Development and Expressive Arts and Design are two of the key areas of the EYFS framework where the youngest of our children can explain their Design and Technology knowledge, skills and understanding. Through their thematic approach, our EYFS team have created numerous opportunities for the children to explore their Design and Technology ideas and skills. The EYFS team also value the opportunities that arise during Design and Technology activities to extend the children’s communication skills. Adults relish the opportunity to question the children from the designing stage to the finished product.

Physical Development

Fine Motor Skills

  • Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;
  • Use a range of small tools, including scissors, paint brushes and cutlery;
  • Begin to show accuracy and care when drawing.

Expressive Arts and Design

Creating with Materials

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;
  • Share their creations, explaining the process they have used.


Key Stage 1 and Key Stage 2


At Sacred Heart, Leigh Design and Technology is taught through themed lessons and follows the ‘Projects on a Page’ schemes of work. These are national schemes of work for design and technology at Key Stages 1 and 2.

During lessons, pupils are taught to focus on the six essentials of good D&T practice. These are put in place to ensure children’s learning is genuinely design and technology in nature. Lessons are consistent with the new National Curriculum and key skills are applied when children are designing and making products.

Six essential skills:


  • User – children are taught have a clear idea of who they are designing and making products for, considering their needs, wants, interests and preferences. The user could be themselves, an imaginary character, another person, client, consumer or specific target audience.
  • Purpose – children are encouraged to investigate what the products they design and make are for. Each product should perform a clearly identified task that can be evaluated in use.
  • Functionality – children are encouraged to design and make products that function in some way to be successful. Products often combine aesthetic qualities with functional characteristics. Children are reminded that in D&T, it is insufficient to design and make products that are purely aesthetic.
  • Design Decisions – when designing and making, children are provided with opportunities to make informed decisions such as selecting materials, components and techniques and deciding what form the products will take, how they will work, what task they will perform and who they are for.
  • Innovation – when designing and making, children are required to be original with their thinking. Projects that encourage innovation lead to a range of design ideas and products being developed.
  • Authenticity – children are taught to design and make products that are believable, real and meaningful to themselves i.e. not replicas or reproductions or models that do not provide opportunities for children to make design decisions with clear users and purpose in mind. 

Food Technology


Designing and making, and cooking and nutrition are linked in children’s learning. These means that as part of food technology lessons pupils apply the principles of nutrition and healthy eating, learn how to prepare dishes at KS1 and prepare and cook dishes at KS2. Food technology projects in KS1 require pupils to prepare dishes with fresh fruit and vegetables without using a heat source. In KS2 projects, children prepare and cook dishes, using a wider range of ingredients, using a heat source where appropriate. 



Design Technology feedback is given verbally by teachers, teaching assistants and peers. At the heart of any Design and Technology project, from start to finish, is evaluation. Here at Sacred Heart, we aim to encourage the children to evaluate their own Design and Technology journey, to celebrate what was successfully and what they will change in the future.  Assessments will be made by class teachers and the children after each project and these will be used to support an end of year assessment judgement for effort and attainment. Design Technology is also monitored by the subject leader throughout the year by observing lessons, looking at outcomes and pupil interviews to discuss their learning and understanding and establish the impact of the teaching taking place.

Date updated: March 2022