"An OUTSTANDING school where confident, enthusiastic and mature pupils learn exceptionally well…"
National Curriculum: Design and technology
programmes of study: key stages 1 and 2
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets].
Key stage 1
Through a variety of creative and practical activities, pupils should be taught the
knowledge, understanding and skills needed to engage in an iterative process of designing
and making. They should work in a range of relevant contexts [for example, the home and
school, gardens and playgrounds, the local community, industry and the wider
environment].
When designing and making, pupils should be taught to:
Design
design purposeful, functional, appealing products for themselves and other users
based on design criteria
generate, develop, model and communicate their ideas through talking, drawing,
templates, mock-ups and, where appropriate, information and communication
technology
Make
select from and use a range of tools and equipment to perform practical tasks [for
example, cutting, shaping, joining and finishing]
select from and use a wide range of materials and components, including construction
materials, textiles and ingredients, according to their characteristics
Evaluate
explore and evaluate a range of existing products
evaluate their ideas and products against design criteria
Technical knowledge
build structures, exploring how they can be made stronger, stiffer and more stable
explore and use mechanisms [for example, levers, sliders, wheels and axles], in their
products.
Key stage 2
Through a variety of creative and practical activities, pupils should be taught the
knowledge, understanding and skills needed to engage in an iterative process of designing
and making. They should work in a range of relevant contexts [for example, the home,
school, leisure, culture, enterprise, industry and the wider environment].
When designing and making, pupils should be taught to:
Design
use research and develop design criteria to inform the design of innovative, functional,
appealing products that are fit for purpose, aimed at particular individuals or groups
generate, develop, model and communicate their ideas through discussion, annotated
sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and
computer-aided design
Make
select from and use a wider range of tools and equipment to perform practical tasks
[for example, cutting, shaping, joining and finishing], accurately
select from and use a wider range of materials and components, including construction
materials, textiles and ingredients, according to their functional properties and aesthetic
qualities
Evaluate
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
understand how key events and individuals in design and technology have helped
shape the world
Technical knowledge
apply their understanding of how to strengthen, stiffen and reinforce more complex
structures
understand and use mechanical systems in their products [for example, gears, pulleys,
cams, levers and linkages]
understand and use electrical systems in their products [for example, series circuits
incorporating switches, bulbs, buzzers and motors]
apply their understanding of computing to program, monitor and control their products.
Cooking and nutrition
As part of their work with food, pupils should be taught how to cook and apply the
principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open
a door to one of the great expressions of human creativity. Learning how to cook is a
crucial life skill that enables pupils to feed themselves and others affordably and well, now
and in later life.
Pupils should be taught to:
Key stage 1
use the basic principles of a healthy and varied diet to prepare dishes
understand where food comes from.
Key stage 2
understand and apply the principles of a healthy and varied diet
prepare and cook a variety of predominantly savoury dishes using a range of cooking
techniques
understand seasonality, and know where and how a variety of ingredients are grown,
reared, caught and processed.