Design and Technology Policy

At Torrisholme Community Primary School, we believe that Design and Technology (D&T) is a vital part of a broad and balanced curriculum. Through D&T, we aim to inspire pupils to be innovative, creative problem solvers, and critical thinkers who are prepared for the developing world. Our curriculum encourages children to design and make purposeful, functional products, drawing on disciplines such as mathematics, science, engineering, computing, and art.

This policy is informed by the statutory requirements set out in the National Curriculum for Design and Technology (2014) and is underpinned by our curriculum intent and values.

For every child to enjoy an innovative, creative and inclusive curriculum that provides them with the skills and experiences to flourish. To provide the foundations for lifelong learning, aspirational futures and commitment to make a positive impact on the world.

Respect, Trust, Courage, Kindness, Thankfulness, Humility

Our Design and Technology curriculum follows a clear process that helps pupils think creatively and solve real-world problems. This process is divided into four key stages: Research, Design, Make, and Evaluate. Each stage builds on the last and encourages children to reflect, revise, and refine their work continually, leading to better, more innovative outcomes each time.

Research

What is it?

The research stage is where we explore ideas, investigate existing products, and understand the needs of users. This is where we find out what already exists, what works, and what might need improving.

How we do it:

Pupils gather information by looking at similar products, interviewing users, or testing materials. They might ask questions like:

• Who is this product for?
• How does it work?
• What do people like or dislike about it?

Why it matters:

Good research helps us understand the problem we’re solving and make decisions based on facts, not just ideas. It’s the first step in making sure our designs meet real needs.

Design

What is it?

The design stage is where we come up with ideas and plan how our product will look and work. We start to sketch ideas, choose materials, and think about how to make the product safe, functional, and attractive.

How we do it:

Pupils use their research to help them develop their ideas. They might create:

• Initial sketches or drawings of their product.
• Diagrams of how it will work.
• Plans for how to build it.

Why it matters:

A well-thought-out design is the blueprint for making a great product. It helps us organise our ideas and makes the making process much easier.

Make

What is it?

The make stage is where we bring our designs to life! Pupils use tools, materials, and skills to create their product, following the design they’ve developed. This is where ideas become real.

How we do it:

Pupils gather the materials and start constructing their products. They may use skills such as:

• Cutting, shaping, and joining materials.
• Using simple tools, mechanisms, or electrical components.
• Following their plans but being flexible and creative when challenges arise.

Why it matters:

Making allows pupils to see how their designs work in the real world. They get to experience hands-on problem solving, learn new skills, and adapt their ideas as they create.

Evaluate

What is it?

Evaluation is the final stage, where pupils look at the product they’ve made and think about how well it works. They reflect on the whole process, from the research to the final product, and consider how it can be improved.

How we do it:

Pupils ask questions such as:

• Does the product do what I wanted it to do?
• How does it look and work compared to my design?
• What can I improve next time?

They might also get feedback from others to see if the product is fit for purpose.

Why it matters:

Evaluating our work helps us learn from mistakes and make improvements. It helps us understand what went well and what we can do better in future designs.

Intent

At Torrisholme Community Primary School, our Design and Technology curriculum aims to nurture creativity, practical skills, critical thinking, and resilience. We want our pupils to become imaginative problem-solvers who are confident in designing, making, and evaluating products that solve real-world problems.

We intend for pupils to:

• Develop the creative, technical, and practical expertise needed to participate successfully in an increasingly technological world.
• Build and apply a broad base of knowledge in structures, mechanisms, textiles, electrical systems, cooking and nutrition, and the digital world.
• Understand user needs, purpose, and functionality in design.
• Work through an iterative design process, learning from mistakes and refining ideas.
• Our curriculum follows a spiral model, allowing key concepts and skills to be revisited, consolidated, and built upon with increasing complexity over time.
• This ensures that learning is deepened and children develop true mastery as they move through the school.

Implementation

Our D&T curriculum is carefully sequenced so that children revisit key strands (structures, mechanisms, textiles, electrical systems, cooking and nutrition, and the digital world) at increasing levels of challenge.

Lessons follow a consistent cycle of research, design, make, and evaluate, encouraging iterative thinking and reflective practice.

Teachers use high-quality planning resources and schemes, aligned with National Curriculum expectations, to ensure full coverage and progression across all key stages.

Skills and technical knowledge are explicitly taught and then applied creatively, with pupils encouraged to explore user needs, develop prototypes, and critique their own and others' products.

Safe and accurate use of tools and equipment is taught progressively, with increasing independence expected as children move through the school.

Impact

As a result of our D&T curriculum, pupils will:

• Develop a secure understanding of technical processes, materials, structures, and nutrition.
• Show increasing confidence and creativity in their design ideas, making, and evaluations.
• Apply technical knowledge and practical skills independently and with purpose.
• Demonstrate resilience and an ability to improve their work through an iterative process.
• Build a strong foundation of knowledge, skills, and vocabulary that is revisited and deepened through the spiral curriculum approach.
• Be ready to transition into Key Stage 3 D&T with a confident, reflective, and inquisitive mindset.

The impact of D&T is measured through a range of evidence, including learning walks, book looks, pupil voice, completed projects, Google Drive share points, and class pages on the school website. Progress is seen in the way children build on previous learning and apply the key skills with growing sophistication over time.