Design Technology

Cowley Hill Design Technology Curriculum Statement



Curriculum Intent:

At Cowley Hill, we provide children with the opportunities to design, create and evaluate within real life, relevant experiences, giving meaning to their learning. Through the carefully designed Design and Technology curriculum at Cowley Hill, we aspire to create the engineers, designers, chefs and architects of the future. We do this by enabling them the opportunities to create a range of structures, mechanisms, textiles, electrical systems and food products with a real life purpose. The children acquire a broad range of subject knowledge and draw on learning from mathematics, science, computing and art. In DT, teachers ensure the curriculum is accessible to all children, allowing them to flourish and shine.


We aim to equip pupils with cultural capital, preparing children with the essential design knowledge and skills for what comes next. The exploration of new skills and experiences helps to nurture resilience, curiosity and creativity. Through this journey, children develop new forms of cultural capital that makes a difference in individual mind-sets, which consequently shapes their future. 


Curriculum Implementation:

We have carefully designed a progressive DT curriculum that implements a breath of skills through the school. We organise and plan the curriculum to enrich class Topic learning. This allows for an experiential experience.

DT is an inspiring, rigorous and practical subject, which requires creativity, resourcefulness, and imagination. Children's design and make products that solve real and relevant problems within a variety of contexts. Through the evaluation of past and present technology, children can reflect upon the impact of Design Technology on everyday life and the wider world.

Children learn how to take risks, becoming resourceful, innovative, enterprising and capable Children. Through high-quality design and technology, education makes an essential contribution to the creativity, culture, wealth and well-being of the school.

At Cowley Hill we begin our DT learning from the Early Years to allow children to engage in opportunities from the earliest stages of learning. In the Early Years, we celebrate children from different culture and ethnicities through exploring cooking, designing and creating products from around the world. This continues through the curriculum from Early Years to Yr 6. 


Curriculum Impact:

We ensure the children develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. We support children to continue to build on 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. We strive in ensuring children develop their abilities to evaluate and test their ideas and products and the work of others. We ensure children understand and apply the principles of nutrition, and have the opportunity to a variety of cooking exercises. Children will design and make a range of products and participate in activities appropriate to the age and ability of each child, ensuring inclusion and differentiation allows all children are able to access and progress in learning.

Children are confident to take risks, showing they are 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.


The impact of our curriculum is under constant review and development to ensure that it appropriately meets the needs of our children, supporting and challenging pupils to achieve their full potential.

Our curriculum is regularly monitored by:

  • Assessing children’s existing understanding and vocabulary, before and after the unit is taught.
  • Assessing children’s’ learning behaviours working towards an objective such as confidence, engagement, self-motivation, resilience, curiosity.
  • Moderation of effective planning and lesson sequences.
  • Summative assessment of children’s discussions about their learning.
  • Assessment of recorded work, which may include work in books, images of practical activities, electronic work stored on Google Classroom.
  • Interviewing the children about their learning (pupil voice).
  • Moderation staff meetings where children’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.


Progression of Skills

Curriculum Learning Outcomes