Broadway Avenue, Milton Keynes, MK14 5PY

Design Technology

At Giffard Park Primary School, we believe it is important for our Design and technology curriculum to be progressive and build on prior knowledge. To enable us to do this, each year group completes a cooking and nutrition, textiles (or digital world) and structures unit at least once a year. In line with the three key stages of the design process, each unit includes a design, make and evaluate stage as well as including technical knowledge and vocabulary which is revisited throughout the school and developed across the key stages. To see the breakdown of all units taught, see the tables below for each year group.


Foundation stage





Food: Fruit and Vegetables

The children focus on fruit and vegetables with a goal of designing a smoothie and its cartoon packaging

During the making process, children identify if a food is a fruit or vegetable, where and how they grow and how to chop them safely to make a smoothie.

When evaluating their designs the children will discuss appearance, smell, taste and their packaging design.

Structure: Moving Story Book

In this unit, the children will design a moving story book for a given audience and explain how to adapt mechanisms to control movement.

They then will make their design using levers and sliders.

To evaluate, they will test their finished product’s movement and explain the strengths and weaknesses.

Textiles: Puppets

Using a template, the children will create a design for a puppet.

They will make the design by cutting fabric neatly, use joining methods to decorate and sequence steps for construction.

When evaluating they will explain their likes and dislikes.


Year 1 & Year 2





Food: Balanced Diets

The will children look at balanced diets and design a healthy wrap based on a food combination that works well together.

When making the wraps, the children develop their knife skills and use a bridge or claw grip to safely slice the food.

During the evaluation process, the children describe the taste, texture and smell as well as evaluating which grip was the most effective.

Structure: Tudor Houses

After generating and communicating ideas using sketches and modelling, the children will use a design template to design a Tudor house.

When making, the children will make a structure according to a design criteria and create joints and structures from paper, card and tape.

When evaluating, the children will test the strength of their structure and identify the weakest part of it.

Textiles: Pouches

Using a template, the children will design a pouch.

When making, they will select and cut fabrics for sewing, decorate using a fabric glue or running stitch, thread a needle and neatly pin fabric using a template.

When evaluating, they will look at the quality of their stitching and discuss likes and dislikes about their peers’ work.


Year 3





Food: Seasonal Foods

For this unit, the children will design a healthy and nutritious savoury tart using seasonal ingredients, considering the taste, texture, smell and appearance of the dish.

During the making stage, the children learn how to prepare a workspace ready to cook food safely and the basic rules to avoid food contamination.

When evaluating, the children will use a design criteria to help test and review dishes as well as suggest points for improvements.

Structure: Roman Chariots

Using a planning template, the children will design a Roman Chariot using 2D and 3D shapes and explain their material choices.

When making, they will construct 3D shapes using nets and make their chariot using a range of recycled materials such as a milk bottle and bottle lids.

When evaluating, the children will look at their own work and compare it to their original design. They will then suggest points for modification for next time.

Textiles: Cushions

The children will design and make a template from an existing cushion and apply an individual design criteria.

When making, they must use more independence when: following their design criteria, selecting and cutting fabrics, threading needles, tying knots and completing design ideas with stuffing and then sewing edges.

When evaluating, they will think of other ways to create similar items.


Year 4





Food: Adapting a Recipe

In Year 4, children look at adapting a recipe by designing a biscuit within a given budget.

When making their biscuits, they will follow an adapted baking recipe and implement basic hygiene rules to cook safely.

When evaluating, taste, smell, texture and budget is considered. The children will also compare their biscuit to a range of existing products and suggest modifications for their own design.

Structure: Pavilion

Children will design a pavilion structure that is aesthetically pleasing and has a frame structure which supports weight.

When making, the children will create a range of different shaped frame structures, make a variety of free-standing frame structures, select appropriate materials, and create a design in line with their plan.

When evaluating, the children will discuss effective and ineffective designs and evaluate structures made be others in the class.

Textiles: Fastenings

Children will create their own design criteria for a product, articulating decisions made and design a personalised book sleeve.

When making, they will test a paper template, measure fabric, select a stitch style to join fabric and incorporate fastening to a design.

When evaluating, they will test the product and decide how many of the criteria was met successfully. Modifications for improvements will also be discussed.


Year 5





Food: What Could Be Healthy?

During this unit, the children will design a recipe, explaining the key steps, method, and ingredients. Designs will include facts and drawings based on their own research.

When making their dish, they will focus on correct quantities of ingredients, working to a given timescale and working safely and hygienically with independence.

To evaluate, the children will evaluate their recipe using taste, smell, texture, and origin of the food group. The children will also taste test and score the final products.

Structure: Bridges

The children will design a structure which is able to support weight. A frame structure with a focus on triangulation will be used.

When making, children will independently measure and mark wood, select appropriate tools, use correct techniques to saw and identify where a structure should be reinforced.

When evaluating, the children will adapt and improve their design and suggest improvements for others.

Digital World: Monitoring Devices

For this unit, the children complete research for a particular animal’s needs and develop their own design criteria. They then design a housing idea using a virtual model.

When making their design, the children will consider temperature and how their building with contain heat.

During the evaluation process, the children will explain how their product would be useful for an animal carer.


Year 6





Food: Come Dine with Me

In Year 5, the children look at adapting a traditional recipe to make it more nutritional. They may also look at designing packing.

When making their meal, they focus on cutting and preparing vegetables safely, avoiding cross-contamination and following a step-by-step method carefully.

As part of the evaluation process, the children will identify and describe differences between their recipe and others.

Structure: Playground

The children will design a playground featuring a variety of different structures and considering frame structures carefully.

When making their product, the children will use their prior and new knowledge of structures and measure, mark and cut wood.

During their evaluation process, they will improve and design a plan based on peer evaluation. Test and adapt their design and identify what a successful structure needs.

Digital World: Navigating the World

In Year 6, they will complete a digital based unit called ‘Navigating the world’ where they will design a product using a design brief from a client. Children will create annotated sketches and 3D drawings of their design.

When making their design, they will consider functional properties of materials and explain their choices.

During their evaluation process, they will explain how their design fits the design criteria and explain their choices of materials.

DT Intent Implementation Impact

DT Intent Implementation and Impact.docx .docx