Moorland Primary School Design Technology Policy
“The essence of technology lies in bringing about change or exercising control over the environment.
This process is a particular form of problem solving: of designing in order to effect control”
[HMI, Curriculum Matters 2, The Curriculum from 5-16, DES, 1995]
Design Technology is one of the statutory foundation subjects within the National Curriculum. This
statement outlines the philosophy and management of the subject and has been presented for
discussion with the whole staff. The DT co0ordinators have drawn up the policy in consultation with
the head teacher and the county advisory staff. The policy was presented to the governing body at
their May meeting. The implementation of the policy is the responsibility of all teaching staff.
Design Technology at Moorland
DT plays an important part in our school in the development of the pupil’s understanding and
enjoyment of the real world in which they live. It also contributes to their personal and social
education, particularly in relation to economic and industrial understanding. DT also enables pupils to
appreciate the variety and nature of materials and the ways in which they may be worked. DT also
gives all pupils an awareness that they can affect and control their environment, while being involved
in relevant, enjoyable and meaningful experiences. During their time at Moorland, pupils have
opportunities to build up a repertoire of skills in order to realise their ideas.
Teaching DT involves developing personal skills and knowledge of a wide range of materials and
The National Curriculum states that there are two attainment targets for Design Technology:
Designing and Making. These involve designing and making products, investigating and evaluating
simple products and focused practical tasks. At KS1 children develop their skills, knowledge and
understanding of mechanisms, structures, health and safety and vocabulary. At KS2 children also
focus on materials and components and control.
Children in the early years, in KS1 through to KS2 are given the opportunity to do at least one design
and make task a term. These DMTs are focused activities mostly arise from their termly topics and
are based on new skills they need to learn. These activities are sometimes based on an identified
At KS2 children build on skills learned at KS1 and take part in DMTs and focused tasks which may
come from other core or foundation subjects. These activities are often based on an identified need.
All children are given the opportunity from the nursery and reception through to KS1 and KS2 to be
involved in activities which will improve their designing, making and evaluating skills. These activities
enhance pupils’ knowledge and understanding of an increasing range of materials, mechanisms,
structures, types of control and methods of fixing. Design and make activities also draw upon
scientific knowledge and mathematical skills children have learned. Learning skills include:
observation, communicating information, asking questions and solving problems, looking at artefacts,
applying learning to unfamiliar situations using IT.
Nursery and reception children have the chance to undertake simple making tasks based on reclaimed
materials, textiles, food and construction kits, using pre-chosen materials. They have experience of
doing simple “picture” designs. In design they present their ideas by making freehand drawings. They
select materials, tools and techniques for making and can simply evaluate their work.
At KS2 children have the opportunity to work on more complicated design and make tasks. Children
also think about criteria for design, thinking about issues like safety and reliability. They also have
experience of creating and using work plans in making from their designs. Pupils use a greater range
of materials than those in KS1 including, mouldable materials, and electrical and mechanical
components. They also evaluate their work and products in a more detailed manner, suggesting
Teaching involves direct teaching – demonstration of skills, techniques and the correct use of tools.
But opportunities for open-ended project work, where the teacher offers advice and guidance are
also provided. Time spent on DT can be flexible and teachers occasionally adjust the usual timetable
and concentrate on completing DT work in several days. Organisation is either based on whole class,
group or individual working, depending on the nature of the activity.
Progression is based on the school’s scheme of work, which is designed to provide pupils with a
balanced programme of design and technology activities which clearly builds upon previous work and
take account of previous achievement. Progression in design technology is measured against National
Provision is made for differentiation by task or outcome for children with special educational needs.
Practical skills and processes: assembling, joining, cutting, bending, forming, tying, shaping and
modelling, problem solving, testing, finishing, colouring, organising materials, clearing away, using tools
Perceptual skills: analysing, observing, planning, evaluating, investigating, problem solving, decision
Personal qualities and attitudes: creativity, enterprise, imagination, initiative, flexibility, invention,
motivation, perseverance, reliability.
Resources and tools for 2D and 3D work are kept in the DT cupboard, Mr James’ room in the Junior
building. A key for the cupboard is kept by the DT coordinator. Larger resources are also kept in the
room. These include resources for construction, textiles and modelling. A detailed list of resources is
contained in the scheme of work. Reference material is also contained in the DT cupboard. Creative
Writer, a desktop publishing programme to link text with images is available to year 5 and 6 classes
and the CD-ROM – The Way Things Work is available for use with the multimedia computers. This
contains interactive material about mechanisms including pulleys, axles and cams etc.
Links with outside agencies
Active links between Moorland and the local community are encouraged by inviting local “experts” to
visit the school and talk to the children. These include the community policeman and artists who visit
occasionally. Use of local amenitite4s as context for pupils to investigate is a feature of the school’s
scheme of work for design technology. Pupils at KS2 participate in competitions run by ASW and XL
Innovation and Discovery. In addition classes in both key stages have visitors from industry and other
organisations in order to support their learning.
Children in Year 6 have opportunities to work with DT teachers at Willows during their last year at
Assessment and Record Keeping
Teacher’s monitor pupil progress over the course of a unit of work. There are no formal assessment
procedures, but a comment will be made on the annual report to parents about each pupils progress in
design, making and evaluate skills during the year.
Health and Safety
Children work safely in uncluttered surroundings and are properly supervised during DT tasks. They
are taught the correct use of tools and equipment, and are made aware of the dangers and how to
avoid them by working safely. A copy of “Make it Safe” a safety guide for DT is contained in the
resource material box in the DT cupboard.
Potentially dangerous tools and equipment are stored in locked cupboards. These are clearly identified
and indicated in the school’s scheme of work.
This policy was written with reference to the statutory Orders for Design Technology and in
consultation with the County Advisory Teacher.
The policy will be reviewed by the head teacher and staff annually and any suggested amendments will
be presented to the Governors for approval.
Mrs Pescott DT co-ordinator Jan 2008
This policy will need to be revised in the coming months to reflect the new guidelines for DT as outlined in
the Curriculum 2008 documentation.