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Primary & Nursery School

Design & Technology

The National Curriculum for Design & Technology

PRIMARY_national_curriculum_-_Design_and_technology.pdf

Design & Technology Intent

Design and Technology prepares children to deal with tomorrows rapidly changing world. It encourages children to become independent, creative problem solvers and thinkers as individuals and part of a team. It enables them to identify needs and opportunities and to respond to them by developing a range of ideas and by making products and systems.


Through the study of Design and Technology, they combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industry. This allows them to reflect on and evaluate past and present technology, it's uses and impacts.

Progression in Design & Technology

Nursery Design & Technology

Reception Design & Technology

  • Begin to use the language of designing and making, e.g. join, build and shape.

  • Learning about planning and adapting initial ideas to make them better.

  • To learn to construct with a purpose in mind.

  • Selects tools and techniques needed to shape, assemble and join materials.

  • Begin to talk about changes made during the making process, e.g. making a decision to use a different joining method.

  • To learn how to use a range of tools, e.g. scissors, hole punch, stapler, woodworking tools, rolling pins, pastry cutters.

  • Learn how everyday objects work by dismantling things.

  • To begin to understand some of the tools, techniques and processes involved in food preparation.

  • Children have basic hygiene awareness.

  • Begin to use the language of designing and making, e.g. join, build and shape.

  • Learning about planning and adapting initial ideas to make them better.

  • To learn to construct with a purpose in mind.

  • Selects tools and techniques needed to shape, assemble and join materials.

  • Begin to talk about changes made during the making process, e.g. making a decision to use a different joining method.

  • To learn how to use a range of tools, e.g. scissors, hole punch, stapler, woodworking tools, rolling pins, pastry cutters.

  • Learn how everyday objects work by dismantling things.

  • To begin to understand some of the tools, techniques and processes involved in food preparation.

  • Children have basic hygiene awareness.

Year 1 Design & Technology

Year 2 Design & Technology

  • Design purposeful, functional, appealing products & explore and use mechanisms

  • Designing against criteria

  • Generate, develop, model and communicate ideas through talking, drawing templates, mock-ups and, where appropriate, information and communication technology

  • Follow procedures for safety

  • With support, measure, mark out, cut out and shape materials and components

  • With support, assemble, join and combine materials and components

  • Use simple fixing materials e.g. temporary – paper clips, tape and permanent – glue, staples

  • Talk about their design ideas and what they are making

  • Make simple judgements about their products and ideas

  • Understand about the movement of simple mechanisms including levers, sliders

  • Begin to know where food comes from

  • Know that everyone should eat at least five portions of fruit and vegetables every day

  • Use appropriate equipment to weigh and measure ingredients

  • Prepare simple dishes safely and hygienically, without using a heat sources

  • Use techniques such as cutting

  • Name and sort foods into the five groups of the ‘eat well’ plate

  • Know that everyone should eat at least five portions of fruit and vegetables every day

  • State the purpose of the design and the intended user

  • Generate own ideas for design by drawing on own experiences or from reading

  • Explore materials

  • Select from a range of tools and equipment explaining their choices

  • Select from a range of materials and components according to their characteristics

  • Select from a range of materials and components according to their characteristics

  • Follow procedures for safety

  • Use and make own templates

  • Measure, mark out, cut out and shape materials and components

  • Assemble, join and combine materials and components

  • Use simple fixing materials e.g. temporary - paper clips, tape and permanent - glue, staples

  • Use finishing techniques, including those from art and design

  • Investigate - what products are, who they are for, how they are made and what materials are used

  • Talk about their design ideas and what they are making

  • Make simple judgements about their products and ideas against design criteria

  • Suggest how their products could be improved

  • Evaluating products and components used

  • Understand about the simple working characteristics of materials and components

  • Understand about the movement of simple mechanisms including wheels and axles

  • Understand how freestanding structures can be made stronger, stiffer and more stable

  • Use appropriate equipment to weigh and measure ingredients

  • Prepare simple dishes safely and hygienically, without using a heat sources

  • Use techniques such as cutting

  • Know where food comes from

  • Name and sort foods into the five groups of the ‘eat well’ plate

  • Understand that food ingredients should be combined according to their sensory characteristics

Year 3 Design & Technology

Year 4 Design & Technology

  • Share and clarify ideas through discussion

  • Gather information about the needs and wants of particular individuals and groups

  • Research designs

  • Model their ideas using prototypes and pattern pieces

  • Use annotated sketches, cross-sectional drawings and diagrams

  • Select tools and equipment suitable for the task

  • Explain their choice of tools and equipment in relation to the skills and techniques they will be using

  • Select materials and components suitable for the task

  • Explain their choice of materials and components according to functional properties and aesthetic qualities

  • Order the main stages of making

  • Begin to produce lists of tools, equipment and materials that they need

  • Assemble, join and combine materials and components with some accuracy apply a range of finishing techniques

  • Identify the strengths and weaknesses of their ideas and products

  • Consider the views of others, including intended users, to improve their work

  • Identify great designers and their work and use research of designers to influence work

  • Investigate - who designed and made the products, where products were designed and made, when products were designed and made and whether products can be recycled or reused.

  • Understand how levers and linkages or pneumatic systems create movement

  • Know how to make strong, stiff shell structures

  • Know that food ingredients can be fresh, pre-cooked and processed

  • Begin to know that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world

  • Know how to prepare and cook a variety of predominantly savoury dishes safely and hygienically

  • Know that a healthy diet is made up from a variety and balance of different foods and drinks, as depicted in the ‘eat well’ plate

  • Know that to be active and healthy, food is needed to provide energy for the body

  • Measure using grams

  • Follow a recipe

  • Gather information about the needs and wants of particular individuals and groups

  • Develop their own design criteria and use these to inform their ideas

  • Research designs

  • Model their ideas using prototypes and pattern pieces

  • Use annotated sketches, cross-sectional drawings and diagrams

  • Use a wider range of materials and components, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components

  • Measure, mark out, cut and shape materials and components with some accuracy

  • Assemble, join and combine materials and components with some accuracy apply a range of finishing techniques, include those from art and design, with some accuracy

  • Investigate and analyse a range of existing products

  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

  • Begin to refer back to their design criteria as they design and make

  • Use their design criteria to evaluate their completed products

  • Understand how simple electrical circuits and components can be used to create functional products

  • Challenge: apply their understanding of computing to program, monitor and control their products.

  • Know how to make strong, stiff shell structures

  • Know that seasons may affect the food available

  • Begin to understand how food is processed into ingredients that can be eaten or used in cooking

  • Know how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source

  • Begin to know how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking

Year 5 Design & Technology

Year 6 Design & Technology

  • Identify the needs, wants, preferences and values of particular individuals and groups

  • Develop a simple design specification to guide their thinking

  • Generate ideas, drawing on research

  • Begin to make design decisions, taking account of constraints such as time and resources

  • Measure to nearest mm, mark out, cut and shape materials and components mostly accurately

  • Assemble, join and combine materials/ components mostly accurately

  • Use techniques that involve an increasing number of steps

  • Use a wider range of materials and components, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components

  • Explain their choice of tools and equipment in relation to the skills and techniques they will be using with some detail

  • Select and explain their choice of materials and components using their knowledge of their functional properties and aesthetic qualities

  • Begin to critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make

  • Refer back to their design criteria as they design and make

  • Use their design criteria to evaluate their completed products

  • Investigate - how well products have been designed, how well products have been made, why materials have been chosen, what methods of construction have been used, how well products work, how well products achieve their purposes and how well products meet user needs and wants

  • Identify great designers and their work and use research of designers to influence work

  • Understand how cams, pulleys and gears create movement

  • Begin to know how to reinforce/strengthen a 3D framework

  • Understand how to use learning from science and maths to help design and make products that work

  • Know that materials have both functional properties and aesthetic qualities

  • Know that mechanical and electrical systems have an input, process and output

  • Investigate how food is caught, grown, reared in the UK, Europe and the wider world.

  • Know that recipes can be adapted to change the appearance, taste, texture and aroma

  • Know that different foods contain different substances - nutrients, water and fibre - that are needed for health

  • Understand the need for correct storage

  • Measure accurately

  • Know how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source

  • Know that a recipe can be adapted a by adding or substituting one or more ingredients

  • How to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking

  • Create surveys, interviews, questionnaires and web-based resources

  • Identify the needs, wants, preferences and values of particular individuals and groups

  • Develop a simple design specification to guide their thinking

  • Recognise when their products have to fulfil conflicting requirements

  • Generate innovative ideas, drawing on research

  • Make design decisions, taking account of constraints such as time, resources and cost

  • Select and explain their choice of tools and equipment in relation to the skills and techniques they will be using

  • Select and explain their choice of materials and components according to functional properties and aesthetic qualities

  • Order and explain the main stages of making

  • Produce detailed lists of tools, equipment and materials that they need

  • Follow procedures for safety

  • Use a wider range of materials and components, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components

  • Accurately assemble, join and combine materials/ components

  • Accurately apply a range of finishing techniques, including those from art and design

  • Develop prototypes

  • Use techniques that involve a number of steps

  • Demonstrate resourcefulness, e.g. make refinements

  • Investigate - how much products cost to make, how innovative products are and how sustainable the materials in products are

  • Identify great designers and their work and use research of designers to influence work

  • Compare their ideas and products to their original design specification

  • Critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make

  • Understand how to use learning from science and maths to help design and make products that work

  • Know that materials have both functional properties and aesthetic qualities and can describe the qualities of some materials

  • Know that materials can be combined and mixed to create more useful characteristics

  • Know that mechanical and electrical systems have an input, process and output

  • Use the correct technical vocabulary for the projects they are undertaking

  • Understand how more complex electrical circuits and components can be used to create functional products

  • Understand how to program a computer to monitor changes in the environment / control their products

  • Know that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world

  • Know that seasons may affect the food available

  • Understand how food is processed into ingredients that can be eaten or used in cooking

  • How to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source

  • How to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking

  • How to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source

  • Measure accurately

  • Work out ratios in recipes