Design Technology
Intent
Design and Technology at St. Michael’s is a dynamic and purposeful subject that empowers pupils to become creative thinkers, problem-solvers, and confident makers. Through hands-on learning, children are encouraged to design and build high-quality prototypes in response to real-world challenges—drawing on technical knowledge, imagination, and collaboration.
Our curriculum nurtures a growing repertoire of skills across key areas, including nutrition and cooking, allowing pupils to apply their learning in meaningful, everyday contexts. Pupils are taught how to evaluate their own work and that of others, learning to reflect on function, form, and impact. In doing so, they develop independence, resilience, and pride in their creations.
Implementation
We follow a carefully structured curriculum using the Kapow Primary scheme to teach DT across four key areas:
- Cooking and Nutrition
- Mechanisms and Mechanical Systems
- Structures
- Textiles
- Electrical Systems are covered through our science curriculum to ensure meaningful cross-curricular links.
Our DT curriculum is deliberately cyclical—key themes are revisited regularly, allowing pupils to deepen their understanding and refine their skills over time. Each return to a topic is more complex and cognitively demanding, helping to strengthen and extend previous knowledge.
Through a series of thoughtfully planned and engaging activities, children progress through the design process:
- Exploring and evaluating existing products
- Developing the technical knowledge and specific skills required
- Designing innovative solutions, either independently or as part of a team
- Making prototypes that are functional and purposeful
- Testing, evaluating, and refining their designs
Throughout this process, subject-specific vocabulary is introduced and reinforced to support pupils in articulating their ideas and reflections.
Impact
Children build and apply a schema of knowledge and skills which enable them to design and make high-quality products. They can evaluate their ideas and products and the work of others This includes the principles of nutrition and the ability to prepare meals.
Design Technology in Early Years
In Reception, Design and Technology is rooted in child-led learning, where curiosity drives creativity. Children are encouraged to explore and experiment, with adults carefully modelling and scaffolding key concepts to deepen understanding. Direct instruction is delivered through a clear and structured ‘I do, We do, You do’ approach—beginning with explicit teacher demonstration, moving to shared practice, and culminating in independent application.
Children are then empowered to put their learning into practice by designing and making with increasing independence. Throughout this process, adults play an active role—listening attentively to children’s ideas, offering guidance, posing thoughtful questions, and helping them reflect and evaluate their work with purpose
Design Technology in Key Stage One
Our whole-school approach to pedagogy is fully embedded within the teaching of Design and Technology. Each new unit begins with retrieval activities that activate prior knowledge and ensure key concepts are refreshed and consolidated. New learning is introduced through a carefully sequenced structure, with particular attention paid to the explicit teaching of subject-specific vocabulary and technical language.
Teachers use the “I do, We do, You do” model to scaffold learning—beginning with clear demonstrations, moving to guided practice, and finally offering pupils the opportunity to apply their skills independently. This consistent instructional approach builds confidence, deepens understanding, and supports all learners in achieving meaningful, hands-on outcomes.
Design Technology in Key Stage Two
In Key Stage 2, pupils continue to build upon the solid foundations laid in Key Stage 1. Each unit begins with opportunities to revisit and consolidate prior knowledge, ensuring that learning is embedded and ready to be developed further. New content is introduced through a clearly sequenced approach, with particular emphasis on the explicit teaching and modelling of technical vocabulary.
As in earlier stages, we use the “I do, We do, You do” model to guide instruction—starting with clear teacher-led demonstrations, moving to shared application, and culminating in independent practice. Pupils are given time and space to apply their knowledge, explore ideas, and produce a variety of potential design outcomes. These outcomes are then thoughtfully reviewed through self-evaluation, encouraging children to reflect on their process, celebrate successes, and identify ways to improve their designs further.