Design and Technology (D & T) at Colden

Intent: what are we trying to achieve with our curriculum?

Design and technology (D & T) is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Our D & T curriculum reflects the National Curriculum as well as our school community’s specific context and needs. By the time our pupils leave, we aim for our Colden Design Technologists to:

  • Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • Critique, evaluate and test their ideas and products and the work of others
  • Understand and apply the principles of nutrition and learn how to cook.

School staff have carefully designed subject-specific whole school progression documents.  This document details the importance of the development of both skills and knowledge. There is also a two-year rolling long term plan due to our mixed age classes.  This document clearly sets out a curriculum that meets the needs of Colden’s community including the statutory requirements of the National Curriculum.


Colden is an inclusive school. For those children with SEND and/or deemed ‘vulnerable’, adjustments are made based upon individual needs. These may be to the curriculum itself or to access arrangements. At the same time, the importance of fostering independence and developing the confidence and ability to meet appropriate challenges is understood and promoted.

Implementation: how do we deliver our curriculum?

Teachers use the subject-specific progression document and the long-term plan to devise logical learning sequences for each topic.  This sets out the objectives; the knowledge and skills as well as the key vocabulary that pupils will gain by the end of the topic. This ensures that the curriculum matches the intent.  Staff understand the importance in consolidation of key subject skills and knowledge before moving on to the next topic, therefore opportunities to recap on prior learning run throughout the year.

We have a blocked approach in our curriculum structure, with D & T being taught discretely as a topic. This is to ensure that pupils develop their specific D & T knowledge and skills so that these are not lost in an overly cross-curricular approach. At the same time, when connections are appropriate and relevant with other areas of the curriculum these are drawn out.

Pupils’ progression in the knowledge and skills in all subjects is a consequence of the planning documents produced by school leaders.

Pupils’ learning is recorded in their own sketch books from Y2-6 and in floor books in Reception/Year 1, providing evidence of progression.

Staff recognise that the curriculum may require adapting for children’s differing needs.  Pupils showing a high level of skills and knowledge will need greater challenge.  Whilst others may require scaffolded support or reasonable adjustments.  Scaffolds by teachers and or support staff should be with the intention of providing the minimum help necessary in order to allow the pupils to work independently.  Pupils have unique learning profiles and needs and teachers build expertise over time in teaching the children in their class.  For this reason, teachers are responsible for the differentiation of learning in their classes. 

Impact: what difference is our curriculum making to pupils?

Teachers assess pupils’ progress against the expectations of the curriculum intent through questioning, in discussion and in reviewing pupils’ work.  The question as to whether pupils can demonstrate the identified skills and recall and apply knowledge is asked constantly.  The results of such enquiries may result in changes to planning ie to facilitate consolidation or differentiation may be made as a result of assessment. 

  • enhancements in pupil metacognition to ensure that pupils’ learning habits and learning skills are effective.  Remembering that this learning is key as it is a transferable skill across all subjects.

Leaders will moderate teachers’ assessments of pupil progress against leaders’ determined curriculum intent.  If pupils are learning the content outlined in the curriculum, they are prepared for their next stage of education.  Leaders will use moderation to continuously strengthen the teaching and learning within the D&T curriculum.

Equal Opportunities

The school is committed to providing equal opportunities for all, regardless of race, faith, gender or capability in all aspects of school. We promote self and mutual respect and a caring and non-judgmental attitude throughout the school.