Design & Technology


  1. To learn how to generate a range of imaginative and purposeful design ideas

  2. To acquire the technical know-how to translate their ideas into workable solutions

  3. Be taught the practical skills and techniques needed to construct high quality products that fulfil users’ needs

  4. Be taught the principles of a healthy and varied diet

  5. To prepare predominately savoury dishes and use a range of range of cooking techniques

  6. To understand where food comes from

Yr 5 Food Glorious Food 

During our Food  Glorious Food project, Year 5 have been very busy in the food technology room and activity hall. Last week we made our own healthy wraps and this week we impressed ourselves with our ability to make sushi rolls. A lot of time was spent creating fancy garnishes and our parents enjoyed tasting our sushi rolls at the end of the school day. 


Yr 4 Roman Food 

Year 4 have had an amazing Roman Day this week where they consolidated and celebrated their learning about the Romans.

The project has lasted for two terms and has consisted of trips, classroom teaching, research and an extended homework project. The children have worked so hard and have made their teachers very proud of them.

A special part of the day was the opportunity for Year 4 to share their homework projects (including Roman food!) and answer questions from the Year 3 children about what they had learnt.

Refresh Your Footprint
We were delighted to be asked by Clifton Down Shopping Centre to work with them on a collaborative project - ‘Refresh Your Footprint’.  Year groups Reception, Year 2 and Year 5 made 'art not rubbish’ out of 6 footprints showing lots of different ways in which we can make a difference to our environment. 
Subject Leader: Mrs Williamson
Selection of DT activities from through the year:

Yr Anglo Saxon Houses 

Year 4 have had a fantastic two terms studying the Anglo Saxons which has been a new addition to the curriculum this year.

Year 4 have discovered lots of facts about the farming communities and settlements of the Anglo Saxon era and have had a go at writing with runes and composing Kennings poems which originated in Anglo Saxon times.

Every single child has made a fantastic effort to research and build an Anglo Saxon house for their project homework and these are currently on display in the corridor outside the practical room.



Bake Off 
We recently hosted an NW24 Schools Collaborative event - the Great Bake Off - at Christ Church School.  It was fantastic to see children from 10 different schools across North West Bristol come together baking, designing cake boxes, and trying each other’s different flavoured biscuits!

Year Group

Term 1 and 2

Term 3 and 4

Term 5 and 6


Mechanisms – sliders and levers


Freestanding structures

Preparing fruit and vegetables/ healthy eating/ understanding food comes from plants and animals


Textiles – templates and joining techniques

Preparing fruit and vegetables/ healthy eating/ wheat to seed (bread)/ where food comes from (origin)

Mechanisms – wheels and axels


Healthy and varied diet

Textiles – 2D shape and 3D product

Mechanisms – levers and linkages


Structures – shell structures

Electrical systems – simple circuits and switches

Healthy and varied diet


Pulleys and gears


Food celebrating culture and seasonality


Textiles – combing different fabric shapes


Electrical systems – more complex switches and circuits

Structures – frame structures

Food - bread

‘Art’ and ‘Design & Technology’ are taught in alternate terms – e.g. if a Y1 child does collage during Term 1 they will do Design & Technology during Term 2


How the subject is taught at Christ Church:

Whenever possible, D&T projects are given a meaningful purpose or CONTEXT (for example, school and home, gardens, playgrounds, the local community, industry etc.). Contexts add meaning, relevance and create motivating opportunities for learning. This may involve visiting locations and people outside school, inviting experts into school and using media to enable pupils to explore less familiar surroundings. KS1 pupils may also work in contexts that are imaginary or story-based.


In KS1 pupils will always:

Explore and evaluate – pupils have opportunities to handle collections of existing products related to their projects. Discussion includes who the products are for, what they are for and how they work.

Think about purpose, function, appeal – when designing, pupils always think about what their products are for, how they will work and whether they will be liked by intended users.

Have a design criteria – pupils think about what their product must do to be successful and use these criteria to inform their evaluation throughout the designing and making process.

Talk, draw, make templates or mock-ups – pupils are taught a range of ways to develop their ideas.

Select – when making design decisions, pupils are given opportunities to select from a range of tools, equipment and materials provided by their teacher


In KS1 children are taught:

The basic principles of a healthy diet– pupils in KS1 learn to name and sort foods into the five groups from The eatwell plate model. They are taught that a healthy diet comprises food and drinks from the food groups and that everyone should eat at least five portions of fruit and vegetables every day.

To prepare dishes – pupils in KS1 make a range of simple dishes without a heat source e.g. dips, salads, sandwiches and fruit kebabs/salads.

Where food comes from – pupils in KS1 are taught that all food comes from plants or animals and that food has to be farmed, grown elsewhere (e.g. at home) or caught.


KS2 pupils follow a model similar to KS1, however, they are also expected to:

Use an iterative process –During an iterative process thought leads to action, resulting in further thought and action as pupils resolve design problems and address design opportunities.

Use research – this could include the use of secondary sources, relevant websites, questionnaires, surveys and interviews.

Develop design criteria – pupils develop and prioritise their own criteria and use these to evaluate their ideas and products throughout the designing and making process.

Be innovative

Create products which are fit for purpose – when designing and making, pupils are asked to think about the tasks that their products should perform. Pupils create products with a specific client, consumer or a target group in mind.

Make annotated sketches, cross-sectional and exploded diagrams – e.g. cross-sectional drawings are an effective technique when pupils want to show what their product will look like inside, for example the parts of a torch. Exploded diagrams enable pupils to communicate the components that will be used to build their products and the order of assembly, for example when designing battery-powered vehicles.

Use computer-aided design – for example the nets for packaging or the addition of text and graphics to ensure a pupils’ product has a high quality finish.

 Cooking and nutrition

In our food-tech room pupils are taught to safely prepare and cooking mostly savoury food.

In KS2 children are taught:

Principles of a healthy and varied diet – pupils in KS2 learn that a healthy diet is made up from a variety and balance of different foods and drinks, as depicted in The eatwell plate. They are taught that to be active and healthy, food is needed to provide energy for the body and a variety of food is needed in the diet because different foods contain different substances that are needed for health.

To prepare and cook dishes – pupils in KS2 are given opportunities to create, plan, prepare and cook a range of food dishes, including those which require the use of heat sources. The dishes are predominantly savoury dishes and are in line with the principles of The eatwell plate.

A range of cooking techniques – Pupils learn how to peel, chop, slice, grate, mix, spread, knead and bake.

Seasonality – Pupils consider how seasons may affect the food available.

That food is grown, reared, caught

That food is processed