Templefield Lower School

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  • Attendance
  • Total Attendance 95.9%
  • Year 4 Attendance 94.3%
  • Year 3 Attendance 96.2%
  • Year 2 Attendance 96.4%
  • Year 1 Attendance 95.3%
  • Reception Attendance 96.6%
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Design and Technology


At Templefield Lower School we aim to plan and deliver a Design and Technology curriculum that will allow our children to be creative learners and promote imagination through a practical subject that will excite and engage all.  Our aim is to provide opportunities for our pupils to design and make a product in response to a given purpose.  At every stage they will be encouraged to ask and answer questions to enable them to evaluate their designs and begin to think logically to solve any problems.  This will support them in the preparation of becoming resourceful members of the community.  Through the design and evaluate stage our pupils will be able to find out about existing products and designers and see how they have influenced the world around us.    



Our key skills will be based on the National Curriculum Design and Technology Programmes of Study for Key Stage 1 and 2 and the EYFS statutory framework.

Design and Technology is taught through our ‘big pictures’ within our curriculum and incorporates subject knowledge and skills within Mathematics, Science, History and Art.  It is delivered in block sessions once a term in most year groups or weekly sessions.   EYFS will develop their skills through activities within their 'big picture' and their independent learning opportunities. 


Our whole school approach to teaching Design and Technology involves the following:

  • A scheme of work in line with the National Curriculum and EYFS statutory framework.
  • A clear progression of skills document linked to the National Curriculum and EYFS statutory framework intended outcomes.
  • Design tasks that are linked to the current ‘big picture’ in each year group.
  • Years 1, 2 and 3 will undertake a construction, textile and food and nutrition design task.
  • Year 4 will undertake a construction, food and nutrition and electronics design task.
  • A range of skills will be taught ensuring that children are aware of health and safety issues related to the tasks undertaken
  • Clear and appropriate cross curricular links to underpin learning in multi areas across the curriculum giving the children opportunities to learn life skills and apply skills to ‘hands on’ situations in a purposeful context.
  • All pupils will record each stage of their design, make and evaluate work in their DT books.



Through Design and Technology, our pupils will begin to acquire and build upon life-long skills in a practical and engaging way.  They will understand the need and importance of a healthy diet while preparing simple dishes or snacks.  Teacher assessment at the end of each unit will monitor the progression of individual children.  Through their learning they will become thoughtful learners when self-evaluating their work and offering ways in which it can be improved.  Enjoyment, confidence and a sense of achievement will be established as they see their designs through from start to finish.   They will use vocabulary that is pertinent to Design and Technology during the processes of design, make and evaluate in construction, textiles and food and nutrition.  Our school values will be demonstrated by persevering with new skills and being respectful of their peers’ designs.  Measurements of the impact will be monitored through pupil and staff voice, learning walks and planning moderations against the intended outcomes will be carried out alongside the evidence obtained through book looks.  This will then be reflected upon and adaptations made where required.

Pupil Voice

I really liked my samosa, I shared it with my family.


I learnt how to use the knife to cut the vegetables.


I worked really hard and it was fun.


It was fun and it was not impossible to make it.


It made me feel proud.


It’s fun – I like making the stuff and designing the stuff with paper so that they match the realistic real versions.


The lesson is important so you know how to do things for when you are older.


It was fun – we got to eat the shortbread.  We ate it to test the best ones before we designed our own.  


It’s like when we do writing in English, you have to do your plan first before you can make it.


I have learnt how to use the saw. I was quite excited but nervous – but it was quite easy.

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