Design & Technology


As a school, we believe that D&T is a vital and integral part of children’s education. D&T
lessons are taught in blocks on a half termly basis (alternating with art and design). D&T
provides children with the opportunities to learn to think creatively to solve problems both
as individuals and collaboratively as members of a team. At Rokesly, we encourage
children to use their creativity and imagination, to design and make products that solve
real and relevant problems within a variety of contexts, considering their own and others’
needs, wants and values. We aim to, wherever possible, encourage children to make
connections to other subjects, such as maths, science, computing and art. The children
are also given opportunities to reflect upon and evaluate past and present technology and
its usefulness. D&T lessons are planned, so that the knowledge and skills the children
acquire are linked to their cross-curricular topics (history/geography), allowing children to
reflect on and explore topics in greater depth.

Children develop their knowledge and understanding of D&T with effective teaching and
a carefully thought out sequence of lessons which are based on the concepts of design,
make, evaluate as well as technical knowledge. The iterative process is essential to this
process. As part of their designing and making, pupils investigate the work of others,
such as male and female designers, in order to develop their knowledge and
appreciation of design and to inform their own design thinking.

Cooking and nutrition is also implemented across the school with children developing an
understanding of where food comes from, the importance of a varied and healthy diet
and how to prepare and make a dish. Cooking and nutrition lessons are linked to the
children’s class continent and/or geography/history topics. As a result, children should
be able to understand and apply the principles of nutrition and learn how to cook at
home which is an important life skill.

The aim of the D&T curriculum is that the children are taught to combine their designing
and making skills with knowledge and understanding in order to design and make a
product. Skills are taught progressively to ensure that all children are able to learn and
practice in order to develop as they move through the school. Evaluation is an integral
part of the design process and allows children to adapt and improve their product; this is
a key skill which they need throughout their life.

Opportunities are provided for children to work with professionals in the field (such as
RIBA/architects in Year 5), as well as learning from other individuals who have helped
shape the world. This shows the real impact of design and technology on the wider
environment and helps to inspire children to become the next generation of innovators
and risk-takers.



The teaching and implementation of D&T is based on the National Curriculum, as well as
carefully thought out sequence of lessons which are cross-curricular and linked to history
or geography topics, allowing children to explore topics in greater depth.
Lessons are taught in blocks on a half termly basis (alternating with art). Lessons and
activities are planned to include all children by using a range of approaches, such as
questioning, use of equipment and mixed ability grouping to enable children to offer peer
support. Lessons are planned to facilitate the best possible outcome for all children within
the class. In order to enhance their learning further, children develop their knowledge of

D&T by studying a range of male and female architects and designers. Children are
encouraged to develop their technical knowledge and language of D&T when analysing
the work of other architects and designers, as well as their own work. The revision of key
vocabulary is built into each lesson. This vocabulary is then included in display materials
and additional resources to ensure that children are allowed opportunities to repeat and
revise this knowledge.

The six D&T principles below are used in planning:

  • User – who the products are for
  •  Purpose – what tasks the products perform
  • Functionality – how the products work
  • Design decisions – opportunities for children to make choices
  • Innovation – the scope children have to be original with their thinking
  • Authenticity – how believable/real the products will be to the children



All teaching of D&T should follow the design, make and evaluate cycle with a focus on
technical knowledge. The children should be engaged in an ‘iterative’ design and make
process; they should work in a more iterative, evaluative way where their ideas lead to
action, resulting in further thoughts and action as they design and make products, for
example, when designing and making an Anglo Saxon toy in Year 5. The design process
should be linked to real problems to give meaning to learning. While making, children
should be given choice and a range of tools to choose freely from. To evaluate, children
should be able to evaluate their own products against design criteria. Each of these steps
should encourage the use of technical knowledge and vocabulary. D&T should be taught
to a high standard, where each of the stages should be given equal weight.

The key focus areas we teach the children at Rokesly are: structures, cooking and
nutrition, mechanical systems and textiles. Due to alternating lessons with art (on a half
termly basis), mechanical systems and textiles will be revisited twice a year. In addition,
electrical systems will be covered as part of science, computing and art and design
lessons (mainly in Year 4 and 6 where electricity is covered in detail). Where possible,
the use of computers will be used for research and design purposes as part of D&T



The evidence of the children’s D&T work is collected within their art book which follows
them through the school. Photographs of work in progress, as well as the final product,
are recorded in the children’s art books. Frequent book looks take place to ensure that
progress in the art books is evident.

Children make progress in D&T as they develop an increasing capability to design and
make good quality products with a range of materials, for a variety of users and purposes.
The development of this ‘D&T capability’ can be assessed when children undertake a
‘design, make and evaluate assignment’, where they engage in the process of designing
and making, and drawing on their knowledge, understanding and skills.

We measure the impact of our curriculum through the following methods:

  • Children’s use of accurate technical vocabulary
  • An excellent attitude of learning and independent working
  • The ability to use time efficiently and work constructively and productively with others
  • The ability to carry out thorough research, show initiative and ask questions to develop a detailed knowledge of users’ needs.
  • The ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely
  • A thorough knowledge of which tools, equipment and materials to use to make their products Children becoming more confident in analysing their work and giving their opinion on their own and other areas of D&T
  • Children showing competences in improving their resilience and perseverance by continually evaluating and improving their work
  • The ability to apply mathematical knowledge and skills accurately
  • The ability to apply computing and scientific knowledge and skills accurately
  • Work in art books (photographs of work in progress, as well as the final product, showing progression)
  • Assessments involving observations of the children working during lessons (assessing knowledge, understanding and skills)
  • Assessments grids completed on the four stages: design, make, evaluate and technical knowledge, which teachers update once every term.
  • A passion for the subject.
Explore Our Curriculum

Contact Us

Feel to free contact our friendly office team with any enquiries you may have.

Phone: 020 8348 0290

Address: Rokesly Avenue, London, N8 8NH

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