Design and Technology at Ordsall Primary School

At Ordsall Primary School, Design and Technology is taught as a distinct subject that enables pupils to become creative, practical problem-solvers who design and make purposeful products for real users and contexts.

We follow the National Curriculum for Design and Technology, teaching the subject from Year 1 to Year 6. In the Early Years, Design and Technology is incorporated within the teaching and provision across the seven areas of learning, where children develop early design, making and problem-solving knowledge through purposeful play and adult-led experience. Our ambition is that pupils leave Ordsall with secure practical skills, a strong technical vocabulary and the confidence to design, make and evaluate products that are functional, safe and appealing.

Our Design and Technology Curriculum

Our DT curriculum is built around two forms of knowledge:

Substantive knowledge – the materials, components, tools, techniques and technical concepts pupils are taught, including structures, mechanisms, textiles, cooking and nutrition, electrical systems and the digital world.

Disciplinary knowledge – how pupils think and work as designers and makers, including researching users, generating and communicating ideas, selecting appropriate tools and materials, and evaluating and improving products through testing and feedback.

Clear progression maps set out what pupils should know, do and understand in each year group. Learning is deliberately sequenced so skills and knowledge build cumulatively from Early Years to Year 6, with increasing independence, accuracy and technical understanding.

How DT is Taught: Our Lesson Design

Across the school, Design and Technology lessons follow a shared lesson design that supports creativity and independence, while ensuring clear progression and consistency.

Lessons typically include:

Big Picture – pupils understand the purpose, user and problem they are solving
Revisit – prior skills, techniques and vocabulary are revisited
Teach – clear modelling, explanation and demonstration of tools and techniques
Learning Together – guided exploration, trialling and discussion
Independent Learning – pupils design, make and refine their own outcomes
Reflect – pupils evaluate against a brief and identify improvements

This structure supports confident making, resilience, safe working habits and the ability to refine and improve outcomes over time.

Thinking and Working Like Designers

Pupils are taught to think and work like designers and makers through regular opportunities to:

• Design: research users and existing products, plan and communicate ideas using drawings, diagrams and (as pupils progress) digital tools

• Make: select and use tools, materials and techniques safely and effectively, with increasing accuracy and independence

• Evaluate: test products for function, durability and appeal, gather feedback and use evaluation to improve designs through modification and adaptation

• Develop technical knowledge: build understanding of key DT areas such as structures, mechanisms, cooking and nutrition, textiles, electrical systems and the digital world

These disciplinary habits are revisited and strengthened across year groups so pupils develop increasing control, technical confidence and an understanding of how design choices affect outcomes.

Inclusion and Impact

We are committed to ensuring that all pupils can access and succeed in Design and Technology. Teaching is adapted to support individual needs without reducing ambition, and barriers to learning are proactively identified and removed.

The impact of our DT curriculum is seen in pupils’ ability to:

• Plan and explain design ideas clearly.

• Make products safely and accurately using appropriate tools and techniques.

• Use technical vocabulary confidently.

• Evaluate outcomes thoughtfully and suggest meaningful improvements.

• Show pride in creating products that meet a purpose and user need.