Developing the young designer at Someries Infant School and Early Childhood Education Centre
Design and technology is an inspiring, rigorous, and practical subject. Through our curriculum, pupils use creativity and imagination to design and make products that meet design briefs, solving real and relevant problems in a range of contexts while considering their own and others’ needs, wants, and values. They develop a broad base of knowledge and draw on disciplines such as mathematics, science, engineering, computing, and art. Children learn to take risks and become resourceful, innovative, enterprising, and capable citizens. By evaluating past and present design and technology, they gain a critical understanding of its impact on daily life and the wider world.
Early childhood education curriculum milestones
Developing the knowledge and skills I need to be a successful young designer
The progress of pupils accessing our Early Childhood Education Centre is monitored using our unique curriculum milestone objectives to ensure they are suitably prepared with the foundational knowledge, skills and understanding they require to succeed in key stage one.
I explore different materials and tools and I develop manipulation and control. I choose the right resources to carry out my own plan.
I express preferences and decisions by trying new things.
I try a wider range of foods with different tastes and textures.
I use one-handed tools and equipment and I join different materials and explore different textures. I choose the right resources to carry out my own plan.
I explore how things work and develop my own ideas, interests and fascinations.
I make healthy choices about food.
I develop my small motor skills so that I can use a range of tools competently, safely and confidently.
I return to and build on my previous learning by refining ideas and developing my ability to represent me.
I safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
I share my creations and explain the process I have used.
I understand the importance of healthy food choices.
Achieving these milestones throughout my early childhood education will support me in accessing my first steps in key stage one because they provide a foundation for me being able to:
- talk about what I eat at home and begin to discuss what healthy foods are
- select from and use a range of tools and equipment to perform practical tasks e.g. cutting, shaping, joining and finishing
- use pictures and words to describe what I want to do
- ask questions about existing products and those that I have made
Key stage one
How children will build on the foundational knowledge, skills and understanding they developed throughout their Early Childhood Education
Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They work in a range of relevant contexts in which they are taught to design purposeful, functional, appealing products for themselves and other users based on design criteria. Pupils are also given opportunities to generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
They are also taught to select and use a range of tools and equipment to perform practical tasks, such as cutting shaping, joining and finishing, and to select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
Pupils are taught to explore and evaluate a range of existing products and to evaluate their ideas and products against design criteria. They build structures, exploring how they can be made stronger, stiffer and more stable. They also explore and use mechanisms, for example levers, sliders, wheels and axles, in their products.
Project-Based Learning
Project-Based Learning (PBL) is a practical and engaging approach that we have embedded into our Design and Technology curriculum to enhance pupil involvement and deepen understanding. Through real-world challenges, pupils actively plan, design, and create purposeful products that are both functional and imaginative. This method fosters collaboration, critical thinking, and creativity, while supporting the development of key technical skills such as using tools, building structures, and understanding mechanisms. In Key Stage 1, pupils take part in carefully planned projects that build on prior knowledge, helping them to explore the design process in a meaningful and age-appropriate way.
PBL lessons take place on a fortnightly basis during Friday afternoons and have a strong focus on skill development and progression. Planning is guided by high-quality resources such as the Design and Technology Association’s ‘Projects on a Page’, ensuring curriculum coverage is addressed and projects are tailored to the needs of each year group. Teachers support pupils in generating and communicating ideas through drawing, discussion, mock-ups, and digital tools. This results in a vibrant and motivating learning experience, helping pupils to see the relevance of their learning beyond the classroom and equipping them with valuable problem-solving skills for the future.
