We are resilient learners 👩🏽‍🎓


Camp fire songs to end our amazing trip and our last day in year 6! 🎉


The dorm award goes to…! Well done all!


And the farmers of the week are…. !!! Well done team!


Our talent show by the sea is underway!


Our beach trip was a success! Thank you farms for city children!!


We are so proud of all the children in EYFS 😊 Happy graduation and we cannot wait to see you in Year 1!


What a wonderful playground! Football pitch with a view!


Coastal Walks in Wales! What can you see, hear and smell?


Thank you for a brilliant afternoon browsing and choosing amazing books to celebrate a year of great reading!


Dinner is served!


Planting potatoes! 🥔


Year 5 trip to Burgess Park


Brightening up a cloudy day in Wales with some fresh flower arranging


Farming before lunch!


Already a busy morning here 🍳


Taking the donkeys for a walk


Chopping wood and mucking out the chickens


Feeding the animals, weeding and watering the sweetcorn and cutting and arranging flowers!


An early morning walk with the sheep before breakfast

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office















Design and Technology

Design and Technology Curriculum

“Design is not just what it looks like and feels like. Design is how it works.”

Steve Jobs


What is the intention of the KS1 and KS2 Design and Technology Curriculum?

Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

We are very aware of living in a technological age and therefore aim to present our pupils, from a very early age, with problem-solving activities utilising their natural creativity. We follow the process of planning, designing, building, testing and evaluating so that learning derives equally from all outcomes. We work with a wide range of materials commonly found in our daily lives and encourage our pupils to make their own choices about which are best suited for a task.

The 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, understanding and skills 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.
How will this be implemented?

Our federation uses the National Curriculum in England 2014 framework for Design and Technology as the basis for its curriculum planning. We develop our medium term plans using a range of sources, including commercial on-line resources available from the National Stem Centre and other curriculum providers. While there are opportunities for pupils of all abilities to develop their skills and knowledge in each teaching unit, the planned progression built into the Design and Technology curriculum means that the pupils are increasingly challenged as they move through the academy. Design and Technology is taught by individual class teachers who take responsibility for planning, resourcing and delivering this area of the curriculum. Overall responsibility for ensuring that there is a suitable risk assessment in place for this subject lies with the subject coordinator who will ensure that this has been reviewed by the Principal.

In the Harris Federation, we make Design and Technology an enjoyable learning experience. Pupils undertake a Design and Technology project at least three times a year. Lessons take place weekly as tis

ensures that knowledge can be hierarchically built upon both within a year group and across the whole academy.

Each Academy uses a variety of teaching and learning styles in Design and Technology lessons. The principle aim is to develop pupil’s knowledge, skills and understanding in this area. Teachers ensure that the pupils apply their knowledge and understanding when developing ideas, planning and making products and then evaluating them. We do this through a mixture of whole-class teaching and individual/group activities. Within lessons, we give pupils the opportunity both to work on their own and to collaborate with others, listening to other pupil’s ideas and treating these with respect. Pupils critically evaluate existing products, their own work and that of others. They have the opportunity to use a wide range of materials and resources, including ICT.

The learning opportunities can be divided into three main areas.

Investigative, Disassembly and Evaluative Activities (IDEAs)

These activities provide opportunities for the pupils to explore existing products and to gain skills, knowledge and understanding which can be applied in a design and make assignment.

Focused Practical Tasks (FPTs)

Focused practical tasks provide opportunities to learn and practice particular skills and knowledge.

Design and Make Assignments (DMAs)

A design and make assignment provides an opportunity for the pupils to combine their skills, knowledge and understanding to develop products that meet a perceived need, for example a shield for a warrior. (In general DMAs in Key Stage One will tend to be shorter in duration and, as pupils move towards the end of Key Stage Two, their designing and making will become more complex and therefore more time consuming.)

Early Years Foundation Stage

We teach Design and Technology in our Nursery and Reception classes as an integral part of the topic work covered during the year and as set out in the Early Years Foundation Stage Framework which underpin the curriculum planning for children aged three to five. We encourage the development of skills, knowledge and understanding that help pupils make sense of their world as an integral part of the academy’s work. This learning forms the foundations for later work in Design and Technology. These early experiences include asking questions about how things work, investigating and using a variety of construction kits, materials, tools and products, developing making skills and handling appropriate tools and construction material safely and with increasing control. We provide a range of experiences that encourage exploration, observation, problem solving, critical thinking and discussion.

These activities, indoors and outdoors, attract the pupil’s interest and curiosity.

The national curriculum states that in:

Key Stage 1

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, for example, the home and academy, gardens and playgrounds, the local community, industry and the wider environment.

When designing and making, pupils should be taught to:


  • Design purposeful, functional, appealing products for themselves and other users based on design criteria
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.


  • Select from and use a range of tools and equipment to perform practical tasks, for example, cutting, shaping, joining and finishing.
  • Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.


  • Explore and evaluate a range of existing products.
  • Evaluate their ideas and products against design criteria.
  • Technical knowledge
  • Build structures, exploring how they can be made stronger, stiffer and more stable.
  • Explore and use mechanisms, for example, levers, sliders, wheels and axles, in their products.

Key Stage 2

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, for example, the home, school, leisure, culture, enterprise, industry and the wider environment.

When designing and making, pupils should be taught to:


  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.


  • Select from and use a wider range of tools and equipment to perform practical tasks, for example, cutting, shaping, joining and finishing, accurately.
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.


  • Investigate and analyse a range of existing products.
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
  • Understand how key events and individuals in design and technology have helped shape the world.

Technical Knowledge

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
  • Understand and use mechanical systems in their products, for example, gears, pulleys, cams, levers and linkages.
  • Understand and use electrical systems in their products, for example, series circuits incorporating switches, bulbs, buzzers and motors.
  • Apply their understanding of computing to program, monitor and control their products.

Cooking and Nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating.

Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Pupils should be taught to:

Key Stage 1

  • Use the basic principles of a healthy and varied diet to prepare dishes
  • Understand where food comes from.

Key Stage 2

  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.


The suggested program of study:

Year Group

Key Content Area


Mechanisms Sliders and levers Structures Moving Book

Freestanding structures



Preparing Fruit & Vegetables


S1 - Fruit Salads

S2 – Fruit Kebabs/Fruit Yoghurt

Textiles Templates and joining



Finger Puppets


Mechanisms Wheels and axles Roly Poly Toy Food

Preparing fruit and vegetables (including cooking and nutrition requirements for



Templates and joining techniques


Bendy bags

Free-standing Structures


Playground Furniture


Shell Structures – bridges and boats

Shell structures (including

computer aided design)


2D -3D Shape

Mechanical systems

Levers and Linkages


Puppet with moving part




Purse/wallet/card holder for a

friend or relative



Mechanical Systems – popular mechanics – gears and cams

Levers and linkages

Electrical Systems Simple circuits and switches (including programming and

control) Lamps


Healthy and varied diet (including cooking and nutrition requirements for KS2)

Sandwiches and spreads


Electrical Systems - Supersucker

More complex switches and circuits (including Link to computing

Food – gingerbread house Celebrating culture and seasonality (including cooking and nutrition requirements for



Frame structures Bird Hides

Electrical Systems

(Using more complex switches and systems)

(including programming, control and monitoring)


Alarming Vehicles


Textiles – Cosy Toes Combining different fabric shapes (including computer aided design)

Food- bread

Celebrating culture and seasonality (including cooking and nutrition requirements for


Textiles Combining different fabric shapes (including computer-

aided design) Storage belt

Mechanical Systems

Gears, pulleys and CAMs Moving toy


As a federation we have decided on the end of key stage outcomes that we want our pupils to know as the part of the content of our design and technology curriculum. We have allowed flexibility for it to be covered and revisited over a two year period to support pupils in gaining a deeper understanding of this knowledge.

See Appendix for the ‘end of key stage milestones’ we have laid out for KS1, lower KS2 and

upper KS2 to cover.

How will we judge the impact of the design and technology curriculum?

The design and technology curriculum will make a profound and positive impact on the outcomes of every pupil. The structure enables us to return to core knowledge and skills throughout the course, imbedding key practises and understanding

Core knowledge of each unit is supported by a knowledge organiser which details the key learning points, vocabulary and key questions. This is sent home in advance of the unit, allowing pupils to make a head start on their learning. It is our expectation that the knowledge on our organiser is known by all.

We endeavour to create strong and appropriate links with other subjects to enhance the curriculum and learning experience, predominantly but not exclusively with maths, literacy, music, PSHE, geography, history and PE.

Our teachers rely on a range of assessment tools to provide data on the knowledge and skills pupils have, their progress and their development points.

This includes:

  • assessment for learning
  • challenge tasks
  • enquiry tasks
  • standards of learning in books and products
  • quizzing, multiple choice and end of unit questions
  • pupil voice


End of Key Stage Milestones: Design and Technology


Year 1 and Year 2

By the end of Year 1 pupils should have a basic grasp of all of this content. By the end of Year 2 pupils

should have an advancing understanding of this content, whilst some will have a deep understanding.

  • Cut, peel or grate ingredients safely and hygienically
  • Measure or weigh using measuring cups or electronic scales
  • Assemble or cook ingredients
  • Cut materials safely using tools provided
  • Measure and mark out to the nearest centimetre
  • Demonstrate a range of cutting and shaping techniques (such as tearing, cutting, folding and curling)
  • Demonstrate a range of joining techniques (such as gluing, hinges or combining materials to strengthen)
  • Shape textiles using templates
  • Join textiles using running stitch
  • Colour and decorate textiles using a number of techniques (such as dyeing, adding sequins or printing)
  • Diagnose faults in battery operated devices (such as low battery, water damage or battery terminal damage)
  • Model designs using software
  • Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products
  • Create products using levers, wheels and winding mechanisms
  • Design products that have a clear purpose and an intended user
  • Make products, refining the design as work progresses
  • Use software to design
  • Explore objects and designs to identify likes and dislikes of the designs
  • Suggest improvements to existing designs
  • Explore how products have been created.


Year 3 and Year 4

By the end of Year 3 pupils should have a basic grasp of all of this content. By the end of Year 4 pupils

should have an advancing understanding of this content, whilst some will have a deep understanding.

  • Prepare     ingredients     hygienically     using
  • Use       scientific       knowledge      of       the

appropriate utensils

  • Measure ingredients to the nearest gram

transference  of  forces  to  choose appropriate

mechanisms  for  a  product  (such  as  levers,


  • Assemble or cook ingredients (controlling

winding mechanisms, pulleys and gears)

  • Design     with     purpose     by     identifying

the temperature of the oven or hob, if cooking)

  • Cut materials accurately and safely by

opportunities to design

  • Make products by working efficiently (such

selecting appropriate tools

  • Measure and mark out to the nearest

as by carefully selecting materials).

  • Refine work and techniques as work


  • Apply appropriate cutting and shaping

progresses, continually evaluating the product


techniques    that     include     cuts     within     the



perimeter of the material (such as slots or cut outs)

  • Select appropriate joining techniques
  • Understand the need for a seam allowance
  • Join textiles with appropriate stitching.
  • Create series and parallel circuits
  • Control and monitor models using software designed for this purpose
  • Use software to design and represent product designs
  • Identify some of the great designers in all of the areas of study (including pioneers in horticultural techniques) to generate ideas for designs
  • Improve upon existing designs, giving reasons for choices
  • Disassemble products to understand how they work


Year 5 and Year 6

By the end of Year 5 pupils should have a basic grasp of all of this content. By the end of Year 6 pupils should have an advancing understanding of this content, whilst some will have a deep understanding.

  • Understand the importance of correct storage and handling of ingredients (using knowledge of micro-organisms)
  • Measure accurately and calculate ratios of ingredients to scale up or down from a recipe
  • Create and refine recipes, including ingredients, methods, cooking times and temperatures
  • Cut materials with precision and refine the finish with appropriate tools (such as sanding wood after cutting or a more precise scissor cut after roughly cutting out a shape)
  • Show an understanding of the qualities of materials to choose appropriate tools to cut and shape (such as the nature of fabric may require sharper scissors than would be used to cut paper)
  • Create objects (such as a cushion) that employ a seam allowance
  • Join textiles with a combination of stitching techniques (such as back stitch for seams and running stitch to attach decoration)
  • Create circuits using electronics kits that employ a number of components

(such as LEDs, resistors, transistors and chips)

  • Write code to control and monitor models or products
  • Develop a range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filing and sanding)
  • Convert rotary motion to linear using cams
  • Use innovative combinations of electronics (or computing) and mechanics in product designs
  • Design with the user in mind, motivated by the service a product will offer (rather than simply for profit)
  • Make products through stages of prototypes,           making          continual refinements
  • Ensure products have a high quality finish, using art skills where appropriate
  • Use prototypes, cross-sectional diagrams and computer aided designs to represent designs
  • Combine elements of design from a range of inspirational designers throughout history, giving reasons for choices
  • Create innovative designs that improve upon existing product
  • Evaluate the design of products so as to suggest improvements to the user