Design & Technology – As you were

During key stage 1 pupils learn:

• how to think imaginatively
• and talk about what they like and dislike when designing
  and making.
• They build on their early childhood experiences of investigating objects around them.
• They explore how familiar things work
• and talk about, draw and model their ideas.
• to design and make safely and could start to use ICT as part of their designing
  and making.

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, [such as the home and school, gardens and playgrounds, the local community, industry and the wider environment.]

1. Pupils should be taught to:

• generate ideas by drawing on their own and other people’s experiences
• develop ideas by shaping materials and putting together components
• talk about their ideas
• plan by suggesting what to do next as their ideas develop
• communicate their ideas using a variety of methods, including drawing and making models

• 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

Pupils should be taught to:

• select tools, techniques and materials for making their product from a range suggested by the teacher
• explore the sensory qualities of materials
• measure, mark out, cut and shape a range of materials
• assemble, join and combine materials and components
• use simple finishing techniques to improve the appearance of their product, using a range of equipment
• follow safe procedures for food safety and hygiene.

• select from and use a range of tools and equipment to perform practical tasks [such as 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

Pupils should be taught to:

• talk about their ideas, saying what they like and dislike
• identify what they could have done differently or how they could improve their work in the future.

• explore and evaluate a range of existing products
  evaluate their ideas and products against design criteria

Pupils should be taught to:

• about the working characteristics of materials
• how mechanisms can be used in different ways

• build structures, exploring how they can be made stronger, stiffer and more stable
• explore and use mechanisms, [such as levers, sliders, wheels and axles], in their products.

• investigating and evaluating a range of familiar products
• focused practical tasks that develop a range of techniques, skills, processes and knowledge
• design and make assignments using a range of materials, including food, items that can be put together to make products, and textiles.

During key stage 2 pupils:

• work on their own and as part of a team on a range of designing and making activities.
• They think about what products are used for and the needs of the people who use them.
• They plan what has to be done and identify what works well and what could be improved in their own and other people’s designs.
• They draw on knowledge and understanding from other areas of the curriculum and use computers in a range of ways.

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, [such as the home, school, leisure, culture, enterprise, industry and the wider environment.]

1. Pupils should be taught to:

• generate ideas for products after thinking about who will use them and what they will be used for, using information from a number of sources, including ICT-based sources
• develop ideas and explain them clearly, putting together a list of what they want their design to achieve
• plan what they have to do, suggesting a sequence of actions and alternatives, if needed
• communicate design ideas in different ways as these develop, bearing in mind aesthetic qualities, and the uses and purposes for which the product is intended.

• 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

annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Pupils should be taught to:

• select appropriate tools and techniques for making their product
• suggest alternative ways of making their product, if first attempts fail
• explore the sensory qualities of materials and how to use materials and processes
• measure, mark out, cut and shape a range of materials, and assemble, join and combine components and materials accurately
• use finishing techniques to strengthen and improve the appearance of their product, using a range of equipment including ICT
• follow safe procedures for food safety and hygiene.

• select from and use a wider range of tools and equipment to perform practical tasks, such as 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

Pupils should be taught to:

• reflect on the progress of their work as they design and make, identifying ways they could improve their products
• carry out appropriate tests before making any improvements
• recognise that the quality of a product depends on how well it is made and how well it meets its intended purpose

• 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

Pupils should be taught to:

• how the working characteristics of materials affect the ways they are used
• how materials can be combined and mixed to create more useful properties
• how mechanisms can be used to make things move in different ways, using a range of equipment including an ICT control program
• how electrical circuits, including those with simple switches, can be used to achieve results that work.

• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages
• understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs, buzzers and motors
• apply their understanding of computing to programme, monitor and control their products.

• investigating and evaluating a range of familiar products, thinking about how they work, how they are used and the views of the people who use them
• focused practical tasks that develop a range of techniques, skills, processes and knowledge
• design and make assignments using a range of materials, including electrical and mechanical components, food, mouldable materials, stiff and flexible sheet materials, and textiles.