Design & Technology at GEMS

Design & Technology Lead

Mrs Pugh

Curriculum Intent

At Godfrey Ermen Memorial School our Design Technology curriculum develops learning and results in the acquisition of knowledge and skills. We intend to encourage our children to become independent, creative problem-solvers and thinkers as individuals and as part of a team. Our children will know more, remember more and understand more.

Our design technology curriculum has appropriate subject knowledge, skills and understanding as set out in the National Curriculum Design Technology Programmes of study, to fulfil the NC whereby schools must provide a balanced and broadly-based curriculum. Our children will have the opportunity to learn new practical skills while drawing on their knowledge of mathematics, science, computing and art. The skills and techniques developed through our Design and Technology curriculum are of great importance in the ever- changing technological world to ensure that our children are equipped for the next stages in their lives, our aim is that they will have the skills to contribute to future design advancements.



Our Design and Technology curriculum is implemented through a variety of different projects over the children’s time at Godfrey Ermen Memorial School.

  • Through the support of the Design and Technology Association (DATA) scheme, Projects on a Page, and Kapow! Units of work our children will experience an array of different progressive and linkable skills and techniques. This ensures that our children are constantly building upon previous learning and are able to expand their knowledge and understanding of problem solving, designing and constructing different products.
  • Children will complete 3 projects a year having one lesson a week or a two to three day block to complete each project so children are fully immersed in the design-make-evaluate process.
  • Children are given a variety of real life products to explore in great detail, expanding their knowledge of how they look and work, allowing children to evaluate products against their target market and purpose.
  • For each project, children follow the design-make and evaluate sequence, allowing children time to reflect upon their design and products and think of ways that they could be improved or adapted. Teachers support and model increasingly progressive evaluative skills to enable children to create products of a high-quality throughout school.
  • Children are given a design brief to put the need for the product in context. Where appropriate, teachers ensure that the brief is linked to another area of their learning or has to the children to inspire their imagination and eagerness to create and problem solve.
  • Safety is explained and modelled at the start of and throughout each product including food hygiene instructions.
  • Children will complete their work in termly project books led by a learning quest consisting of the essential outcomes and technical vocabulary. These project books will be thoroughly marked and assessed against the curriculum objectives. Children will also be asked to self-evaluate their work.
  • In each classroom there are Design Technology focused displays. These displays celebrate exceptional practice and exemplify terminology and vocabulary used in the children’s learning.
  • In the Early Years Foundation Stage, design and technology is covered within creative development and knowledge and understanding of the world. Children will be taught specific skills in an exploratory, playful way alongside discussions at an appropriate level. 



Through DT our children will learn to take risks, become resourceful, innovative and enterprising individuals. They learn to be passionate and excited by the designing and making of products including working with, preparing and tasting food. Our children will understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment. They will build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios.

Learning is assessed through the analysis of the children’s ability to evaluate, design, make and improve their own work. They will also self-evaluate and reflect on learning at different stages and identify areas to improve. We aim to have the large majority of our children achieving age related expectations in Design Technology as outlined in the National Curriculum. As designers, our children will develop skills and attributes they can use beyond school and into adulthood.

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