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Design and technology at key stages 1 and 2
QCA

Using this scheme
Adapting the scheme

Teachers who do use this scheme may find that there are parts they wish to modify and adapt for the children in their school. In deciding whether or how to use this scheme of work, individual schools may wish to consider:
  • whether opportunities offered by the circumstances of the school suggest particular units or aspects which should be emphasised or expanded;
  • whether the activities should be adapted to meet the needs of the children in their school, particularly if they are not attaining at levels broadly appropriate for their age;
  • whether the attainments of the children in the school are such that adaptation alone will not provide a relevant structure for teaching design and technology. This may be the case for some children with significant learning difficulties. In this case, schools may wish to use the exemplar scheme as a resource for developing a scheme that offers children opportunities to experience a range of work across the key aspects, drawn from the programme of study.
In all schools, teachers are best placed to judge whether the learning objectives meet the learning needs of individual children and to adapt these to provide appropriate opportunities for all children to succeed. Some of the teaching activities will need to be adapted to ensure that children with special educational needs of all kinds may participate fully and demonstrate their achievements.

When adapting designing and making assignments, some children may find it easier to:
  • work on shorter, more focused assignments rather than longer, open tasks because shorter tasks provide small elements of success, rewarding and motivating the children regularly;
  • use contexts that they are familiar with;
  • adapt or make improvements, or add a new feature to the design of a product rather than - invent - a whole new product;
  • design a product where they are given alternative solutions;
  • manage a project where certain aspects are restricted, eg the size and shape of the package, but there are still real opportunities for designing, eg designing the outside of the package;
  • join in a project part way, eg where the researching has been completed already and they can get into the making aspects more quickly.
When adapting focused practical tasks, some children may find it easier to:
  • follow a simplified set of instructions with clear pictures;
  • absorb a small amount of information or a few instructions at a time;
  • plan their own work if they have practised this, eg putting muddled sets of instructions in the right order;
  • spell and recognise the names of important pieces of equipment and processes if there are key word sheets or posters to help them.
When adapting investigative, disassembly and evaluative activities, some children may find it easier to:
  • look at a limited range of products at any one time;
  • have a mixture of familiar and less familiar products to look at;
  • discuss, examine and taste products as a group rather than focusing on a written record.

Assessing progress

Learning outcomes in each unit show how children can demonstrate what they have learnt in each unit. The work the children do will serve as a record for classes working on each unit. It is not necessary to make detailed records for each child in relation to these outcomes. The end of unit expectations provide broad descriptions of achievement within each unit and should help teachers to decide where a child's progress differs markedly from that of the rest of the class. Teachers may wish to make a note of this, and of the reasons for the difference, to pass along to the next teacher.

Links with other areas of the curriculum

English

Ability in reading and writing is essential for collecting information and source material, finding out about products, communicating ideas, making notes and drawings for later reference, and following instructions in design and technology. Discussion, drama and role play are aspects of the programmes of study for speaking and listening, and are important ways for children to develop their understanding that people have different viewpoints and perspectives on design and technology. Evaluating existing products requires children to articulate their ideas and to compare and contrast their views with those of other people. Good oral communication is vital in group work on a task, where children may be brainstorming ideas, giving instructions, justifying their own views or intentions, clarifying their design ideas through discussion, explaining how something will work or pointing out why it will not, and using technical vocabulary to describe what they are intending to do.


Design and technology lessons can provide valuable opportunities to reinforce what children have been doing during the literacy hour and practise using this in a different context. Links between design and technology and literacy and speaking and listening are indicated:
  • in the vocabulary section on the front of units;
  • in the points to note column.
Examples of the links that can be made between design and technology and English are given in the table below:

Activity Design and technology focus English focus
With the children, discuss a collection of books, cards and other products that have moving parts. What do the moving parts do? How does it work? What effect does it have?

Use a simple moving picture book to talk about how levers and sliders can be used to make movement and bring stories to life. ( Unit 1A) 		Design and make a moving picture for the teacher to use when telling a story. Relate the moving pictures to stories the class are reading. Simple lists and captions could be introduced as a means of organising and labelling plans.
Provide opportunities for the children to examine a range of fruit and vegetables. Do you know what this is called? Where is it grown?

Ask the children to choose two contrasting fruit, eg apple and banana, and investigate the inside by cutting them in half. Explain such terms as peel, skin and flesh. ( Unit 1C) 		Design and make a product for a particular occasion or group to encourage them to eat more fruit and vegetables. Vocabulary extension is an integral part of this activity. Children should be taught to classify the words they collect, eg nouns, verbs etc and distinguish between them.

Results recorded in charts or tables should use examples from non-fiction texts as models.
Discuss and agree the purpose of the toy with the group. Discuss and prioritise important design criteria, considering function and visual quality of the product.

When planning, the children should develop a clear sequence of how materials and tools should be used and how the making of the toy will proceed. This could be done as a storyboard. ( Unit 5C) 		Design and make a toy with a moving part, using a cam. Teach the conventions for group talk, eg how to achieve a compromise where necessary, and identify the sorts of questions which might underpin discussion, eg to anticipate outcomes or consequences as part of a planning activity.

Highlight sequence and the need for essential details only in the use of storyboards as a planning device.

Mathematics

Many units provide opportunities for children to develop mathematical skills.

Opportunities occur for children to apply their mathematical skills through:
  • choosing and using appropriate ways of calculating measurements and distances;
  • checking the results of calculations for reasonableness;
  • using an appropriate degree of accuracy for the context;
  • suggesting suitable units and measuring equipment for the task in hand;
  • using fractions and percentages to describe or calculate quantities and proportions;
  • reading and interpreting scales;
  • collecting, representing and interpreting data for a given task;
  • identifying and describing position, direction and movement.
ICT and IT

Opportunities for the use of ICT (information and communications technologies), which will enhance children's learning in design and technology, and links with IT (information technology) are indicated in the units. ICT are the facilities and features that support teaching and learning, such as CD-ROM sources of information and appropriate software. IT is the knowledge, skills and understanding needed to use ICT appropriately.

IT can help children's learning in design and technology:
  • by enhancing their skills in designing and making, eg through the use of CAD/CAM; using draw or paint program to model ideas, using repeat patterns;
  • by providing a range of information sources, eg using a database to find out the properties of materials, for instance, the nutritional value of foods;
  • by supporting the development of their understanding of sequencing and control systems, eg flow charts, controlling simple devices;
  • by collecting and presenting information, eg questionnaire and charts to show people's preferences;
  • by providing access to images of people, places and environments, eg using a CD-ROM encyclopaedia to find out about other cultures;
  • by presenting their design, eg using draw or paint program to present a design idea;
  • by contributing to children's awareness of the impact of ICT on the changing world, eg to show how ICT is used by manufacturers and designers.
Other subjects

Where there are opportunities for links with other subjects, notably science, history, geography and art, these are made explicit in each of the units. The table below details the links with other curriculum areas and other units within this scheme of work series.

Year 1

Please select year to view
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6
Year Unit title and reference Focus D&T unit(s)/areas on which it builds D&T unit(s)/areas with which it links
1 Moving pictures 1A Mechanisms Early experiences of work with paper 2A, 2C, 3A, 3C
Links with other areas of the curriculum and links with the units from other schemes of work in this series
BUILDS ON CHILDREN'S EARLY EXPERIENCES OF WORKING WITH PAPER AND CARD

Links with
Year Unit title and reference Focus D&T unit(s)/areas on which it builds D&T unit(s)/areas with which it links
1 Playgrounds 1B Structures 1A 2C, 3D
Links with other areas of the curriculum and links with the units from other schemes of work in this series

Links with
Year Unit title and reference Focus D&T unit(s)/areas on which it builds D&T unit(s)/areas with which it links
1 Eat more fruit and vegetables 1C Food Builds on home and early school experiences with food 3B
Links with other areas of the curriculum and links with the units from other schemes of work in this series

Links with
Year Unit title and reference Focus D&T unit(s)/areas on which it builds D&T unit(s)/areas with which it links
1 Homes 1D Structures 1A Builds on experience of play with construction kits and making with reclaimed materials. 2C, 3D
Links with other areas of the curriculum and links with the units from other schemes of work in this series

Links with

Work at home and outside lessons

In each unit of work, 'out-of-school' activities have been identified. The majority of these can form opportunities for homework or extension work. Design and technology provides opportunities for teachers to set worthwhile tasks that can be completed outside formal teaching time. Suitable tasks to set include:
  • product evaluation: children could be given a framework to use as they evaluate a product, eg a toy, a pop-up book, a piece of kitchen equipment or a bag;
  • investigation of a mechanism: children could be asked to find a particular mechanism eg a hinge, to list where it is found, how it works and to draw and label it;
  • survey to discover people's preferences: children could be asked to complete a survey to find out such information as a favourite colour or taste;
  • design drawings or prototypes: children could be asked to draw some of their design ideas or to make a prototype of one of them;
  • research: children could carry out further research into a particular product, eg talking to parents and grandparents, using books, magazines, CD-ROMs, and the Internet;
  • carrying out practical activities: children could practise skills under supervision, eg helping with food preparation or decorating a piece of fabric.

Modifying existing plans

Currently schools are not required to teach the full programmes of study in the foundation subjects at key stages 1 and 2, but may continue to do so, if they wish. Schools which move towards a stronger emphasis on literacy and mathematics are still required to provide a broad and balanced curriculum and to have regard to the programmes of study. They must continue to teach design and technology.

Where schools wish to reduce time spent on design and technology, they may find it helpful to:

  • retain a balance of materials, components, tools and techniques;
  • combine parts of a unit of work with work in other subjects, eg the unit on torches ( Unit 4C) links with work in science (Science Unit 4F Circuits and conductors).
If schools wish to modify their existing plans, they may begin by evaluating their current practice. Principles for constructing a scheme of work contains some questions which schools may find helpful if they wish to do this.

Coverage of the key stage 1 programme of study

Key stage 1 programme of study
Knowledge, skills and understanding		 Full coverage of this element in the programme of study Partial coverage of this element in the programme of study

1. Developing, planning and communicating ideas
Pupils should be taught to:

a generate ideas by drawing on their own and other people's experiences 1B, 1D 1A, 1C, 2A, 2B, 2C, 2D
b develop ideas by shaping materials and putting together components 1A, 1B, 1D, 2B, 2D 1C, 2A, 2C
c talk about their ideas 1C, 2A 1A, 1B, 1D, 2B, 2C, 2D
d plan by suggesting what to do next as their ideas develop 1A, 2C 1B, 1C, 1D, 2A, 2B, 2D
e communicate their ideas using a variety of methods, including drawing and making models. 1C, 2A, 2B, 2D 1A, 1B, 1D, 2C
2. Working with tools, equipment, materials and components to make quality products
Pupils should be taught to:
a select tools, techniques and materials for making their product from a range suggested by the teacher 1C, 2C 1A, 1B, 1D, 2A, 2B, 2D
b explore the sensory qualities of materials 1C, 2B, 2D 1A, 1B, 1D, 2A, 2C
c measure, mark out, cut and shape a range of materials 1C, 2A 1A, 1B, 1D, 2B, 2C, 2D
d assemble, join and combine materials and components 1B, 1D, 2B, 2C, 2D 1A, 1C, 2A
e use simple finishing techniques to improve the appearance of their product, using a range of equipment 1A, 2B, 2D 1B, 1C, 1D, 2A, 2C
f follow safe procedures for food safety and hygiene. 1C n/a
3. Evaluating processes and products
Pupils should be taught to:
a talk about their ideas, saying what they like and dislike 2C 1A, 1B, 1C, 1D, 2A, 2B, 2D
b identify what they could have done differently or how they could improve their work in the future. 1B, 1D, 2A 1A, 1C, 2B, 2C, 2D
4. Knowledge and understanding of materials and components
Pupils should be taught:
a about the working characteristics of materials 1B, 1D, 2A, 2B, 2D 1A, 1C, 2C
b how mechanisms can be used in different ways. 1A, 2A, 2C  

Coverage of the key stage 2 programme of study

Key stage 2 programme of study
Knowledge, skills and understanding		 Full coverage of this element in the programme of study Partial coverage of this element in the programme of study

1. Developing, planning and communicating ideas
Pupils should be taught to:

a 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 3A, 3D, 4D (revised), 4E (new), 5A (revised), 5B (revised), 5D 3B, 3C, 4A, 4B, 5C, 6A, 6B, 6C, 6D
b develop ideas and explain them clearly, putting together a list of what they want their design to achieve 3C, 4A, 6B, 6C, 6D 3A, 3B, 3D, 4B, 4D (revised), 4E (new), 5A (revised), 5B (revised), 5C, 5D, 6A
c plan what they have to do, suggesting a sequence of actions and alternatives, if needed 3B, 4A, 6B 3A, 3C, 3D, 4B, 4D (revised), 4E (new), 5A (revised), 5B (revised), 5C, 5D, 6A, 6C, 6D
d 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. 3C, 4B, 4D (revised), 4E (new), 5C, 6A, 6C, 6D 3A, 3B, 3D, 4A, 5A (revised), 5B (revised), 5D, 6B
2. Working with tools, equipment, materials and components to make quality products
Pupils should be taught to:
a select appropriate tools and techniques for making their product 3B, 4A, 6A, 6C, 6D 3A, 3C, 3D, 4B, 4D (revised), 4E (new), 5A (revised), 5B (revised), 5C, 5D, 6B
b suggest alternative ways of making their product, if first attempts fail 4B, 5B (revised), 5D 3A, 3B, 3C, 3D, 4A, 4D (revised), 4E (new), 5A (revised), 5C, 6A, 6B, 6C, 6D
c explore the sensory qualities of materials and how to use materials and processes 3B, 4A, 5B (revised), 5D 3A, 3C, 3D, 4B, 4D (revised), 4E (new), 5A (revised), 5C, 6A, 6B, 6C, 6D
d measure, mark out, cut and shape a range of materials, and assemble, join and combine components and materials accurately 3A, 3B, 3D, 4A, 5A (revised), 5B (revised), 5D 3C, 4B, 4D (revised), 4E (new), 5C, 6A, 6B, 6C, 6D
e use finishing techniques to strengthen and improve the appearance of their product, using a range of equipment including ICT 3A, 3D, 5A (revised), 5C, 6B 3B, 3C, 4A, 4B, 4D (revised), 4E (new), 5B (revised), 5D, 6A, 6C, 6D
f follow safe procedures for food safety and hygiene. 3B, 5B (revised), 5D n/a
3. Evaluating processes and products
Pupils should be taught to:
a reflect on the progress of their work as they design and make, identifying ways they could improve their products 3B, 4B, 5A (revised), 6A 3A, 3C, 3D, 4A, 4D (revised), 4E (new), 5B (revised), 5C, 5D, 6B, 6C, 6D
b carry out appropriate tests before making any improvements 3C, 6C, 6D 3A, 3B, 3D, 4A, 4B, 4D (revised), 4E (new), 5A (revised), 5B (revised), 5C, 5D, 6A, 6B
c recognise that the quality of a product depends on how well it is made and how well it meets its intended purpose. 3C, 6B 3A, 3B, 3D, 4A, 4B, 4D (revised), 4E (new), 5A (revised), 5B (revised), 5C, 5D, 6A, 6C, 6D
4. Knowledge and understanding of materials and components
Pupils should be taught:
a how the working characteristics of materials affect the ways they are used 4A, 4D (revised), 4E (new), 5A (revised), 6A, 6B 3A, 3B, 3C, 3D, 4B, 5B (revised), 5C, 5D, 6C, 6D
b how materials can be combined and mixed to create more useful properties 3A, 3B, 3D, 4A, 5A (revised), 5B (revised), 5D, 6A, 6B 3C, 4B, 4D (revised), 4E (new), 5C, 6C, 6D
c how mechanisms can be used to make things move in different ways, using a range of equipment, including an ICT control program 3C, 4B, 5C, 6C, 6D n/a
d how electrical circuits, including those with simple switches, can be used to achieve results that work. 4D (revised), 4E (new), 6C, 6D n/a

Find out more about getting around the schemes of work

Units
Unit 1A. Moving pictures
Unit 1B. Playgrounds
Unit 1C. Eat more fruit and vegetables
Unit 1D. Homes
Unit 2A. Vehicles
Unit 2B. Puppets
Unit 2C. Winding up
Unit 2D. Joseph's coat
Unit 3A. Packaging
Unit 3B. Sandwich snacks
Unit 3C. Moving monsters
Unit 3D. Photograph frames
Unit 4A. Money containers
Unit 4B. Storybooks
Unit 4C. Torches
Unit 4D. Alarms
Unit 4E. Lighting it up
Unit 5A. Musical instruments
Unit 5B. Bread
Unit 5C. Moving toys
Unit 5D. Biscuits
Unit 6A. Shelters
Unit 6B. Slippers
Unit 6C. Fairground
Unit 6D. Controllable vehicles