Design & Technology


At Skyswood Primary and nursery School we see Design and Technology as a practical, creative and innovative subject and recognise its place in an ever-changing world. The subject encourages children to think creatively, problem solve and develop a wide range of skills, both as an individual and within the context of a team. Children enjoy a range of opportunities to design, make, investigate and evaluate. Our growth mindset approach to learning encourages children to take risks and come out of their comfort zone. Through the study of Design and Technology, children combine their practical skills with an understanding of aesthetic, social and environmental issues, designing products with purpose and functionality. Self-evaluation is an essential strand of our curriculum. Children reflect critically on their own learning and have the opportunity to evaluate and adapt their own work, and evaluate and learn from the work of others. Design Technology enables our children to make informed decisions and become tomorrow’s innovators.

Food technology is a key part of our Design Technology curriculum. We believe that instilling a love of cooking will enable our pupils to develop essential life skills and prepare them for the next phase of their education and beyond. Through our Food Nutrition education, our children develop their confidence with a range of processes and develop an understanding of balanced diets and food hygiene.

Where appropriate, our Design Technology curriculum makes relevant links across other curriculum areas and projects reflect a genuine relevance to real life contexts within our school or wider community.


At Skyswood Primary and Nursery School our Design Technology curriculum is build around technical knowledge, understanding and key skills. Teachers plan a range of relevant practical activities to engage children and inspire them in the process of designing, making and evaluating. Children select from an appropriate range of tools and are taught how to use tools safely and effectively, recognising the importance of selecting the right tool for the right job. Pupils evaluate their learning against clearly defined success criteria, using technical knowledge and vocabulary.

When designing and making products our children use research effectively to inform their designs and generate, communicate, model and develop their ideas through discussion, annotated drawings and prototypes where appropriate. They build upon a progressive range of skills as they move up through the school, developing their competence and control with cutting, shaping, joining and finishing. Children apply their understanding of processes and skills to new learning and the subject links effectively to our Computing curriculum, seizing opportunities to shape or adapt design through the use of IT.

Our children are introduced to a wider range of tools, skills and opportunities for cookery as they progress into Key Stage 2, culminating with two innovative projects on Seasonal Foods and Savoury Dishes within the upper juniors.

When evaluating products, children are encouraged to analyse and investigate a range of existing products alongside the critical evaluation of their own products, and those of others. 


The impact of our Design Technology curriculum is evident when talking to children about the purpose and quality of their learning. Children develop the creative, technical and practical expertise needed to perform everyday tasks with confidence and recognise the relevance of Design and Technology in an ever-changing world. We measure impact of our curriculum through summative assessments arising from discussions with pupils, along with evaluation of the skills that each child has used, the effectiveness of plans, process and product, and their ability to work both independently and within the context of a team. We believe that a high quality Design Technology education helps to prepare our children for the future and makes an essential contribution to the creativity, culture, wealth and well-being of the nation.