At Newlands, we believe Design & Technology enables children to become creative problem-solvers, innovators, and critical thinkers. Through practical, hands-on learning, pupils design, make, and evaluate products that solve real problems. The curriculum builds technical knowledge, resilience, and an understanding of how design impacts everyday life. In EYFS, children explore materials, tools, and construction through play, developing fine motor skills and early making techniques. They build simple structures and experiment with joining methods. In KS1, children design simple products based on user needs, learn basic cutting, shaping, joining, and finishing skills and explore mechanisms such as sliders and levers. In addition, they prepare simple food safely and evaluate their work. During KS2, children will design purposeful, functional products for specific users using more complex tools and techniques, including sawing, measuring, and strengthening structures. They also develop their understanding of nutrition and cook a range of dishes. Throughout this key stage, children evaluate prototypes and final products with increasing independence.

How we deliver our curriculum

Design & Technology is taught through discrete units, cross-curricular links, and practical project work. Each unit follows the design cycle: research → design → make → evaluate and children use journals to record ideas, plans, and reflections. Techniques are modelled clearly by teachers before children practise independently. Our curriculum revisits key strands: structures, mechanisms, textiles, food, and electrical systems throughout the year groups with projects linked to real-life contexts. Children’s prototypes and final products are celebrated through displays of work.

How we support everyone to learn

D&T is highly practical and naturally inclusive, with multiple entry points for children of all abilities. We utilise inclusive teaching strategies such as differentiated tasks that allow children to design and make at their own level, step‑by‑step modelling and visual instructions, adapted tools (e.g., safety scissors, or precut materials) and scaffolded templates for children who need more structure. For our SEND children, we provide personalised adjustments based on motor, sensory, or cognitive needs. We also use additional adult support during tool use and pre‑teaching of vocabulary or techniques. Less confident learners benefit from an emphasis on the design process, creativity and effort rather than perfection. Children also have opportunities to work collaboratively with supportive peers and are encouraged to test, adapt, and improve designs without fear of mistakes. Higher-attaining children are given opportunities to adopt leadership roles, helping peers with tool use or demonstrating skills.