Design and Technology

Part of the Faculty of STEM

Subject Leader:

  • Miss E. Burrows

Faculty Leader:

  • Mr A. Jones

Subject Vision:

At Milton Primary Academy, design and technology (DT) is a practical subject. Pupils use their creativity and imagination to design products that solve real and relevant problems within a variety of contexts. Pupils are taught how to work as a team and solve problems collaboratively. They draw on their knowledge of mathematics, science, engineering, computing and art and apply a wide range of subject knowledge. Through the evaluation of past and present design and technology, they develop a critical understanding of how it fits into their daily life and their future job aspirations.

Principles of Outstanding Design and technology

These are the ‘Principles of Outstanding DT at Milton Primary Academy. They were devised and agreed by the children and staff in September 2021, informed by the way we feel that design and technology should be taught across the Academy.

Principle 1: Children are excited and enthusiastic about design and technology, as they are taught to know more and remember more.

Principle 2: Lessons are carefully planned and delivered, so that new material is delivered in a way that is clear, interesting and useful. 

Principle 3: Instruction is focused on the learning intention and pedagogical tools do not detract from the knowledge that needs to be remembered. 

Principle 4: Through spaced-retrievalpreviously taught content is revisited to ensure that new content can be understood and is retained in the long-term memory. 

Principle 5: Formative assessment is regularly used to check that children retain knowledge and that they can retrieve previously taught content from their long-term memory.

 Principle 6: Teachers enable children to access a range of enrichment opportunities, both within and beyond the curriculum.  

Design and Technology Subject Leader

My name is Mrs. Burrows and I lead design and technology at Milton Primary Academy. Design and technology is underpinned by so many fundamental competencies in life, from thinking critically about quality design to being able to subjectively analyse your own work to look for improvements. It is these concepts that drew me to design and technology as I am passionate about the way in which we can apply the principles of design to our daily lives. 

To ensure that all of our children leave the academy with the necessary knowledge to thrive in the KS3 curriculum and in wider life, I have carefully planned the key knowledge that children must learn and ensured that what the children learn is progressive as well as varied in its delivery. Each year group have their own project to complete which must go through a rigorous process of design, revise and repeat before it can be created. Once a draft edit has been created, children then take pride and care in their work to make sure that they create and end outcome which has a purpose.

Our curriculum offers a broad array of opportunities for children to engage with design and technology. Based on the guidelines provided within the National Curriculum, end products are carefully selected to ensure that the children have the opportunity to meet the aims and requirements set. At the point of planning an end outcome, staff will ensure that a product is going to provide a use and has a purpose for a member of the community. With this in mind, projects are planned to link to the children’s historical and geographical learning to ensure that the children understand why they are making that product. This gives them the opportunity to apply the knowledge they have acquired in other subjects and apply it to their end product. This is demonstrated in Year One when the children make their own toys or in Year 2 when the children use their knowledge of cooking to make a food dish that could be served on the Titanic.

As design and technology lead, I am always looking for new and innovative ways in which we can get children to be passionate about design. Through looking for new engaging ideas and by liaising within our faculty team, I ensure that all staff are kept up to date with the most up to date practice linked to design and technology. By ensuring that our quality of provision is of a high standard, I aim to inspire the next generation of architects and engineers to unleash their passion.

Design and Technology Curriculum

At Milton Primary Academy, we aim to provide a design and technology curriculum that is creative, inclusive, challenging and inspired by the real-world. It inspires future thinkers, innovators and problem solvers in an immersive environment that stimulates curiosity and supports high-quality learning, allowing every learner to fulfil their potential. The design and technology aims are set out in the Early Years Foundation Stage Curriculum and National Curriculum 2014.


In the Early Years Foundation Stage, we teach design and technology through the Understanding the World and Expressive Art strands of the Early Years Framework.

Ongoing experiences and opportunities linking to children’s developing understanding of the world, are planned from the objectives set out in the Early Years Framework. These underpin the curriculum planning for children aged 3-5 at Milton Primary Academy.

The experiences that we provide ensure that children develop a secure understanding of the world around them. By the end of the Reception year, they will be able to:

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • Share their creations, explaining the process they have used;

 KS1 and KS2:

The Primary National Curriculum for design and technology aims to ensure that all pupils:

  • Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
  • Build and apply a repertoire of knowledge and understanding in order to design and make high-quality prototypes and products for a wide range of users.
  • Critique, evaluate and test their ideas and products and the work of others.
  • Understand and apply the principles of nutrition and learn how to cook.


Formative Assessment (AFL): During the teaching of each National Curriculum unit of learning in Design and Technology, children’s subject knowledge and ability to work creatively is assessed formatively by their class teacher. Techers will consider the design and technology objectives covered during each lesson, or lessons, and also the final piece. The teachers will use these judgements to inform their future teaching and expectations of the children.

Summative Assessment: At the end of each project, teachers make a summative judgement relating to the children’s knowledge and understanding of design and technology in line with the objectives set out in the National Curriculum. This information is recorded on an online database, allowing academy leaders to track and monitor the progress and attainment of individuals as they progress through the academy.

Educational Visits and Enrichment

At Milton Primary Academy we place great emphasis on the importance of educational visits and visitors to enhance the teaching and learning of design and technology. These visits and visitors, which provide valuable opportunities for learning through first-hand experience, are therefore an integral part of the curriculum and allow our children to make valuable connections between what they have learned in class and their first-hand experiences in the real-world.

Whole School Enrichment and Clubs: Enrichment activities are carefully planned to enhance the DT curriculum; pupils are given the opportunity to broaden their experience and take part in a wide range of activities. There is a healthy tradition of extracurricular activities at Milton Primary, which are led by staff or outside agencies. Written parental permission must be given for a child to participate in after-school clubs, and a register for attendance will be always be taken.


Please see below a selection of documents that relate to the intent, implementation, and impact of computing teaching and learning at Milton Primary Academy. If you require any additional information relating to this subject, then please contact the subject leader, Mrs E. Burrows, via the academy office (