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Bromham CofE Primary School

Design and Technology

Design and Technology

Subject Road Map

curriculum map dt bromham primary school.pdf

 Subject Knowledge Overviews

design and technology elg to ks1.pdf



 Key Stage 1 and 2 - Awaiting content

Yearly Overviews Year 1 - 6 

year 1 dt.pdf


year 2 dt.pdf


year 3 dt.pdf


year 4 dt.pdf


year 5 dt.pdf


year 6 dt.pdf


 How do we teach Design and Technology?


At Bromham, we teach the National Curriculum for Design Technology. The designers, and craftspeople chosen span many years and their work exemplifies the techniques studied. The intention is that exceptional teacher instruction inspires pupils to acquire knowledge as designers and technologists and enables them to skilfully apply their understanding.  

We teach in subject blocks in order to preserve the integrity of subject-specific skills and knowledge. Links to other areas are signposted in planning documents. Across the school, children focus on 7 key areas of design technology: food and nutrition, mechanisms, structures, understanding materials, textiles, systems and electrical systems.  Vertical progression in each discipline has been deliberately woven into the fabric of the curriculum so that pupils revisit key disciplines throughout their Primary journey at increasing degrees of challenge and complexity. A precisely tiered approach to vocabulary enables children to build a working vocabulary to apply in different situations. 

In addition to the core knowledge required to be successful within each discipline, the curriculum outlines key aspects of development in the Working as a Designer section. Each module will focus on promoting different aspects of these competencies. This will support teachers in understanding pupils’ progress as designers more broadly, as well as how successfully they are acquiring the taught knowledge and skills. 

In DT every pupil will leave with:  

When children leave Bromham primary school, we expect them to have a sound understanding of the key skills and techniques required in design technology. They should be able to build simple structures, sew competently and cook a range of products. They should be competent designers, who are able to evaluate their own work, and who are well-equipped to take part in the next stage of their education. 

Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers

All children will have Quality First Teaching. Any children with identified SEND or in receipt of pupil premium funding may have work additional to and different from their peers in order to access the curriculum dependent upon their needs. As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points.


Children learn about food and nutrition twice every year; they build a repertoire of techniques and learn about the importance of healthy eating. Each unit block develops previously learned skills (including those from EYFS) allowing children to create designs and products that grow in complexity. 

Each unit has a comprehensive planning document which provides teachers with a knowledge organiser (to outline the essential knowledge to be taught within the unit), carefully tiered vocabulary, a suggested teaching sequence and a wide range of high-quality suggested activities which can be used to support the learning within the unit. 

We draw on the student’s knowledge from other subjects such as computing and science to embed STEM learning and to support student’s vertical progression. 

A curriculum road map demonstrates the organisation of our design technology curriculum with the icons mapping out the repeated themes which support children’s deep learning. 


The students complete a variety of practical, oral and written tasks.  These are a used by the teacher to make judgements as to whether they are meeting year group expectations in their independent work.  They will annotate and evaluation their designs; apply technical vocabulary and core knowledge; and complete vocabulary tasks.  All of which are done within their DT books. 

At the end of each unit, teachers will assess the students using these tasks as a way to understand if that student is meeting year group expectations in their independent artwork and evaluations. This is recorded in an assessment grid.  Within EYFS, the teacher assess students using the Early Years framework, development matters and birth to 5. 

 The subject leader will measure the impact of the curriculum by: 

Student book studies and student interviews – to determine what skills and knowledge they can recall.
Learning walks and lesson observations – to understand if key skills and knowledge evident within lessons and being taught effectively 

Displays of final work produced within each year group – to see if progression of skills from each year group is evident in final work 

Staff coaching sessions available to teachers if requested.