Intent

At Maltby Manor, Design and Technology develops pupils’ creativity, problem-solving, and practical skills to think, work, and communicate like designers. Central to our curriculum is the principle of Working as a Designer, which ensures that pupils are not only acquiring knowledge about materials, structures, mechanisms, textiles, and food technology but are also developing the essential skills of a designer.

Working as a Designer means that pupils are actively engaged in designing, making, evaluating, and applying their ideas in purposeful, real-world contexts. It involves identifying problems, exploring possible solutions, making informed decisions about materials and techniques, testing and improving their products, and reflecting critically on outcomes. This approach nurtures creativity, resilience, and independence, helping pupils to approach challenges methodically and confidently.

Working as a Designer

Design	Make	Evaluate	Apply
The art or process of deciding how something will look or work.	Create something by combining materials or putting parts together.	Form and opinion of the value or quality of something after careful thought.	Use something or make something work in a particular situation.

Through this focus, pupils progressively build the ability to think critically, innovate, and collaborate, ensuring that by the time they leave Maltby Manor, they are capable, resourceful, and imaginative designers who can apply their skills across a variety of contexts and future learning experiences.

 

---

Implementation

 

At Maltby Manor, the teaching of Design and Technology is structured around the Working as a Designer approach, ensuring pupils develop the knowledge, skills, and confidence to think, work, and communicate like designers.

1. Designing
Pupils begin by identifying problems, exploring needs, and researching existing products or solutions. They generate ideas, develop initial designs, and plan their approach, considering the suitability of materials, tools, and techniques. This stage fosters creativity, critical thinking, and informed decision-making.

2. Making
In the making phase, pupils bring their designs to life, applying practical skills to construct or assemble their products. They learn to select and use appropriate materials, tools, and techniques safely and effectively. Pupils work independently and collaboratively, building resilience and problem-solving skills as they turn ideas into tangible outcomes.

3. Evaluating
Evaluation is embedded throughout the process. Pupils test and reflect on their products, identifying strengths and areas for improvement. They consider user needs, functionality, aesthetics, and sustainability, using feedback to refine their designs. This develops analytical thinking and the ability to make informed judgments.

4. Applying Knowledge and Skills
Pupils transfer knowledge and skills across different contexts and disciplines. This includes applying technical understanding of materials, mechanisms, structures, textiles, and food and nutrition to new challenges. A spiral curriculum ensures pupils revisit key concepts at increasing levels of challenge, building confidence and deeper understanding.

Curriculum Progression
The curriculum is carefully sequenced to ensure pupils encounter increasing challenge as they progress. Key areas—Cooking and Nutrition, Mechanisms, Structures, Textiles, Electrical Systems (KS2), and Digital World (KS2)—are revisited and developed across the Primary years.

Collaboration and Creativity
Throughout all stages, pupils are encouraged to collaborate, share ideas, and provide constructive feedback, fostering teamwork, communication, and resilience. Cross-curricular links allow pupils to apply mathematical, scientific, and computing knowledge to solve real-world design challenges.

Through this structured approach, pupils at Maltby Manor develop the knowledge, skills, and confidence to become independent, reflective, and innovative designers by the time they leave the school.

 

---

impact

The Design and Technology curriculum at Maltby Manor ensures that pupils leave the school as confident, capable, and creative designers. Through the Working as a Designer approach, pupils develop the ability to design, make, evaluate, and apply knowledge across a wide range of contexts, enabling them to approach challenges with independence and creativity.

Pupils demonstrate increasing competence in selecting appropriate materials, tools, and techniques, and show resilience when solving problems or refining their work. They develop critical thinking and analytical skills through evaluating their own and others’ products, considering functionality, aesthetics, sustainability, and user needs.

Assessment is integrated into the Design and Technology curriculum to ensure that progress is monitored and supported. Teachers assess pupils’ knowledge, skills, and understanding through ongoing formative assessment, including observation, questioning, and evaluation of practical work. This allows teachers to identify gaps, provide targeted support, and track progression in the Design, Make, Evaluate, Apply strands. Summative assessment at the end of each unit enables teachers to judge attainment against age-related expectations, ensuring that pupils build a strong foundation of knowledge and skills as they progress through the school.

By revisiting key disciplines throughout their Primary journey, pupils build deep, transferable knowledge and skills. They develop an understanding of how design and technology impacts everyday life, and how creativity and innovation can be applied in real-world contexts. Pupils also develop strong collaboration and communication skills, working effectively in teams, sharing ideas, and giving and receiving constructive feedback. This fosters confidence, self-motivation, and a sense of pride in their achievements.

Ultimately, the curriculum equips pupils with the knowledge, skills, and mindset to continue thinking, working, and communicating like designers as they progress to the next stage of their education and beyond.