Impact 

At Burleyfields Primary School, children develop the practical skills, technical knowledge and confidence to design and make products with a clear purpose. They understand how design and technology shapes everyday life and helps people respond to challenges. 

Through our curriculum, children: 

• Use research to develop ideas that respond to the needs of a particular user. 

• Apply technical knowledge to design and make functional products. 

• Select and use appropriate tools, materials and techniques safely and with increasing accuracy. 

• Test their ideas, solve practical problems and adapt their approach when something does not work. 

• Evaluate products against design criteria, explaining their choices and identifying improvements. 

• Understand the principles of a healthy, varied diet and develop skills in preparing food. 

• Work independently and collaboratively, showing creativity, resourcefulness and perseverance. 

By the end of Year 6, children are equipped to approach new design challenges thoughtfully and build on their learning in secondary school. 

Intent 

At Burleyfields Primary School, we aim to inspire children to become curious, creative and capable designers. Our curriculum gives every child opportunities to identify needs, explore possibilities and develop practical solutions to real and relevant problems. 

We want children to understand that successful design combines imagination with technical knowledge, careful planning and ongoing evaluation. Children are encouraged to experiment, take considered risks and learn from testing and improving their ideas. 

Our curriculum enables children to: 

• Design purposeful, functional and appealing products for different users. 

• Develop practical expertise using a range of materials, tools and equipment. 

• Understand how structures, mechanisms, textiles and electrical systems work. 

• Develop knowledge of food, nutrition and safe food preparation. 

• Explore how designers, engineers, inventors and chefs have influenced the world. 

• Apply learning from subjects including mathematics, science, computing and art. 

• Consider the responsible use of materials and how design choices affect people and the environment. 

Implementation 

Learning is carefully sequenced from the Early Years through to Year 6. Children revisit key knowledge and techniques, building confidence, accuracy and independence over time. 

In the Early Years, children develop foundations through construction, creative play, joining materials, exploring how things work and taking part in food preparation. Adults encourage them to plan, make choices, solve problems and talk about their creations. 

Across Key Stages 1 and 2, children make a product each term through projects organised around research, design, making and evaluation. These stages are connected, with opportunities to test and refine ideas throughout. 

Children investigate existing products and consider their purpose, users, materials and features. Where relevant, they explore the work of designers, engineers, inventors or chefs to understand how ideas develop and respond to people’s needs. 

Focused practical activities introduce the technical knowledge and skills children will need for their project. 

Our curriculum develops knowledge and skills across five areas: 

• Mechanisms and mechanical systems: Exploring how components such as sliders, levers, wheels, axles, gears and pulleys create or change movement. 

• Food and nutrition: Understanding where food comes from, the principles of a healthy and varied diet, and how to prepare food safely and hygienically. 

• Textiles: Selecting, joining and finishing fabrics to create purposeful products, developing techniques such as cutting, stitching and fastening. 

• Structures: Investigating how materials and construction techniques can make products stronger, stiffer and more stable. 

• Electrical systems: Exploring how circuits and components, including switches, bulbs and motors, can be used within functional products. 

Teachers assess learning through discussion, observation, designs, practical work and evaluation. This helps identify next steps and ensures children develop both technical understanding and practical capability. 

Inclusion 

Teaching is adapted so that all children, including those with special educational needs and disabilities (SEND), can participate meaningfully. Clear modelling, appropriate tools, visual guidance and manageable steps support access, while additional challenge encourages greater independence and more complex thinking.