• In Nursery, children are taught to use their imagination as they consider what they can do with different materials. 

• In Reception, children are taught to develop their own ideas and then decide which materials to use to express them. 

The skills children learn are:  

• Design: Explore different materials freely, to develop their ideas about how to use them and what to make. Explore different colours and textures and develop their ideas about how and where to use them in their design. 

• Make: Join different materials and explore different textures. Select suitable materials and tools to be able to create their design from the teacher selected range of items. Use tools, such as scissors, safely and with purpose. 

• Evaluate: Explain what they have created. 

• Textiles: To understand that different fabrics can feel different (different textures) and to understand how to fold and manipulate materials. To explore using different materials and using a split pin effectively to create a working mechanism. 

• Cooking: Choose different types of ingredients and to use the correct tools to make their food item. To follow teacher led instructions when making their food item. 

Children develop their vocabulary by being taught subject specific vocabulary. They will have opportunities to use technical terms relevant to their project when evaluating a range of existing products and assessing their ideas/ products against a design criteria. They also have the opportunity to apply their learning by designing and making a range of products that have a function and are visually appealing. 

In Year 1, children revisit and build on the skills and knowledge they have gained to produce a more sophisticated range of products. 

The skills children learn are:  

• Design: Develop design ideas, communicating these verbally and through pictures. Develop ideas through observing and researching existing products. 

• Make: Assemble, join and combine materials and components together using a variety of methods. Use simple finishing techniques to improve the appearance of their product. 

• Evaluate: Evaluate their product, identifying strengths and possible changes they might make. 

• Textiles: Understand how simple 3-D textile products are made, creating a template to produce two identical shapes. Explore different finishing techniques e.g. using painting, fabric crayons, sequins, buttons and ribbons. 

• Cooking: Generate initial ideas and design criteria through investigating a variety of fruit and vegetables. Communicate these ideas through talk and drawings. Select and use simple utensils and equipment to e.g. peel, cut, slice, squeeze, grate and chop safely. 

Children develop their vocabulary by being taught subject specific vocabulary. They will have opportunities to use technical terms relevant to their project when evaluating a range of existing products and assessing their ideas/ products against a design criteria. They also have the opportunity to apply their learning by designing and making a range of products that have a function and are visually appealing. Year One children will also be encouraged to transfer skills from other subjects such as Maths for weighing and measuring, and Art for accurate drawing of plans.

In Year 2, children develop these skills further with an upcycling textile project, designing and making a safari buggy for Sunny the Meerkat, and designing and making a bread roll for a passenger on the Titanic. 

The skills children learn are:  

• Design: Develop design ideas, considering a target group, communicating these through labelled diagrams. Identify simple design criteria, which they should adhere to. 

• Make: Measure, cut and score with some accuracy and choose appropriate finishing techniques. 

• Evaluate: Evaluate against their design criteria, identifying strengths and improvements as well as how well it worked. 

• Textiles: Understand how to join fabrics using different techniques (running stitch/over stitch). Explore different finishing techniques e.g. using painting, fabric crayons, stitching, sequins and ribbons. 

• Cooking: Develop design criteria including appearance, taste, texture and aroma for an appealing product for a particular user and purpose. Select from a range of ingredients according to their characteristics e.g. texture and taste to create a chosen product.  

Children develop their vocabulary by being taught subject specific vocabulary. They will have opportunities to use technical terms relevant to their project when evaluating a range of existing products and assessing their ideas/ products against a design criteria. They also have the opportunity to apply their learning by designing and making a range of products that have a function and are visually appealing. This challenging curriculum transfers skills from Maths and Science and creates products that the children can be very proud of.

• We strive to ensure that all pupils, regardless of their ability or additional needs, have equal access to high-quality DT education.   

• Differentiation/scaffolding strategies are employed to support learners who require additional help, and gifted and talented pupils are appropriately challenged.  

• Provision is made for pupils with physical disabilities or sensory impairments to participate fully in all DT activities.  

• We promote a respectful and supportive learning environment, where pupils value and celebrate each other's contributions.