Design Technology


Mr Hull and Mrs Polmeer lead Design Technology at Katherine Semar.


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.

Specific tasks are designed to encourage children to respond ambitiously showing originality and creativity in response to a stimulus. By drawing upon real life experiences provided by the school to support all children, they combine practical skills with an understanding of aesthetics, social and environmental issues and function. During innovations, children are encouraged to consider possible risks and how to manage them.

High expectations

Our curriculum is designed with the national curriculum as a starting point but as we have extremely high expectations for our children, we have added additional challenge to help develop crucial life skills. These can be seen in the bold objectives in our INSPIRE curriculum.


Long term plan

Each year group will teach the areas of Design and Technology identified in the school’s long term plan to ensure coverage of statutory knowledge and skills.  The school’s Design and Technology progression of skills will be used to identify the learning objectives for each year group, in line with the school’s raised expectations.  

Cross-curricular learning and real world contexts

Wherever possible, a cross-curricular approach will be taken to the teaching of Design and Technology.  Lessons will often be linked to children’s learning in English, Maths or Science.  

We understand that many of the skills developed in Design and Technology are both essential life skills and children’s first steps into many fields of work and thus to promote these links to the real world, meaningful contexts are brought to all areas of design and technology learning at Katherine Semar Schools.  

Topic launch and land

Each half term topic will begin with a cross-curricular launch event to engage and motivate the children.  This will also act as ‘knowledge harvest’ allowing teachers to assess children’s existing knowledge and skills in order to adapt planning and ensure appropriate levels of challenge for all children.

Each half term will end with a land event which celebrates children’s learning and progress.  This will involve the children communicating their learning in some way, for example exhibitions or assemblies.  

Challenge and Support for all Learners

We understand that every learner develops differently and adapt our provision continuously to ensure every child receives the correct balance of support and challenge in order to achieve their very best.  We recognise this fact and provide suitable learning opportunities for all children (including those who may be gifted and talented or have additional needs) by matching the challenge of the task to the ability of the child. Each child is valued, respected and challenged regardless of ability, race, gender, religion, social background, culture or disability.


We use MAPP (Mapping attainment and progress for pupils) to assess children’s progress against the expectations of our INSPIRE curriculum.  We assess children against both the requirements and standards of the National Curriculum as well as our school’s own raised expectations for all children.