At Basildon C.E. Primary School, we believe every child should have opportunities to design, make and evaluate both their own work and the work of others. This is an integral part of learning which supports problem solving, imagination and creativity. The children at Basildon experience a variety of formal elements of design and technology, thus our school provides a broad and balanced curriculum. Our Design and Technology curriculum builds on previous learning and supports deeper thinking whilst facilitating risk taking and innovation.


The staff at Basildon value the importance of providing children with a variety of real-world problems to solve, which are not only relevant within their own society, but also other social contexts. This is done by evaluating a diverse range of past and present designs from around the world. Throughout a child’s time at Basildon, they will have the opportunity to immerse themselves within Design and Technology, including the use of I.C.T.

Disadvantaged children and those with SEND are given full access to the Design and Technology curriculum. Teachers use a range of strategies to enable all children to become successful including:

  • Modify lesson plans to remove barriers so all pupils meet the same objectives.

  • Provide children with a range of opportunities to show their understanding.

  • Dual coding of key vocabulary

What Design and Technology at Basildon looks like in lessons:

  • Termly blocked out lessons

  • All children engaged in their learning

  • Access to a variety of media and materials

  • Work recorded in personal sketchbooks and science books

  • Individual and collaborative projects

  • Regular opportunities for self and peer evaluation

  • Children introduced to a range of designs and products

  • Opportunity to evaluate their own work and the work of others

  • Encouraged to consider ways to improve already existing products/designs.

  • Additional or adapted resources to support SEND


What Design and Technology at Basildon looks like outside lessons:

  • Work displayed in classrooms when possible

  • Work from home celebrated and shared in school

  • Visits/workshops from parents and members of local community

  • Cross-curricular links

Formative Assessment


  • Verbal feedback- the majority of feedback is in conversation with the pupil at the time of learning.

  • Self and peer evaluation.

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Subject leaders map tier two vocabulary across each milestone and tier three vocabulary for each unit. Dual coding is used to support the discreet teaching of Design and Technology vocabulary across the curriculum.

The school’s curriculum driver of diversity underpins the entire Design and Technology curriculum. Teachers actively seek opportunities to promote and celebrate diversity across the curriculum where ever appropriate.

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