Design Technology


At St. Bega’s C of E Primary School, we intend to provide a Design Technology curriculum which is inspiring, rigorous, and practical. We want our children to use creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We intend for all children to acquire appropriate subject knowledge, skills and understanding as set out in the National Curriculum. It is our aim to create strong cross curricular links with other subjects, such as Mathematics, Science, Computing, and Art. We want Design and Technology to prepare our children for the future; giving them the opportunities, responsibilities, and experiences they need to be successful in later life.


In ensuring high standards of teaching and learning in Design Technology, we implement a curriculum that is progressive throughout the whole school. Design Technology is taught as part of a half-termly topic, focusing on knowledge and skills stated in the Early Years Foundation Stage Statutory framework and the 2014 Primary National Curriculum. Our curriculum at St Bega’s enables our children to consolidate, build upon and deepen their design and make skills and learning through a progression from Early Years right through to Year 6.


Children will have clear enjoyment and confidence in Design Technology that they will then apply to other areas of the curriculum. Through carefully planned and implemented learning activities the pupils develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. They gain a firm foundation of knowledge and skills to see them equipped to take on further learning in Secondary School. Pupil’s skills and knowledge are assessed frequently by the class teacher, throughout lessons and recorded on the Depth of Learning assessment tool. This informs the Design Technology coordinator of any further areas for curriculum development, pupil support and continuous professional development opportunities for staff. Pupils’ progress and attainment tells us whether each individual child is below expected, at expected or above expected attainment for their age.

Whole School Long Term Plan