Intent, Implementation, Impact

At Andrews’ Endowed, we believe design and technology should provide children with a real life context for learning. We want to allow children to aspire to have more through creating opportunities for them in the wider world. Through the DT curriculum, children should be inspired by engineers, designers, chefs and architects to enable them to create a range if structures, mechanisms, textiles, electrical systems and food products with a real life purpose. 


All teaching of DT follows the design, make and evaluate cycle. Each stage is rooted in technical knowledge. The design process is rooted in real life, relevant contexts to give meaning to the children’s learning. While making, children are given choice and a range of tools to choose freely from. During the evaluation process, children are given the opportunities to evaluate their own products against a design criteria. Each of these steps are rooted in technical knowledge and vocabulary. We work hard to ensure that DT is taught to a high standard, where each of the stages are given equal weight. The DT curriculum is developed to show clear progression across the key stages as they are passed up through each year group.

In KS1 this looks like:

Design: design should be rooted in real life, relevant contexts to give meaning to the learning.

Planned through appropriate formats: drawing, templates, talking and mock-ups. 

Make: Children should be given a range of tools for their projects to choose from.

Children should use a wide range of materials and components: textiles, construction equipment and ingredients. 

Evaluate: Evaluate existing projects and evaluate their own products against design criteria.

In KS2 this looks like:

Design: rooted in real life, relevant contexts to give meaning to the learning; researched designs based on functional, appealing products with purpose.

Planned by appropriate methods: annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer aided design.

Make: children can select from a wider range of tools than KS1.

Children should use from and select a wider range of materials and components: textiles, construction equipment and ingredients.


Our Design & Technology curriculum is well thought out and planned to give pupils the skills, knowledge and opportunity to be challenged in their thinking and learning and prepare for their next stage of learning and into their future lives. We measure the impact of our curriculum through the following methods: pupil discussions and evidence of children’s work.

At Andrews’ Endowed we inspire pupils to build and apply knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users and evaluate, and test their ideas and products and the work of others. Pupils also understand and apply the principles of nutrition when creating a variety of dishes.  Through their learning pupils develop the creative, technical, and practical expertise needed to perform tasks confidently and to participate successfully in an increasingly technological world.