Purpose of study

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.


  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • critique, evaluate and test their ideas and products and the work of others
  • understand and apply the principles of nutrition and learn how to cook.

Prior learning

Prior learning

Year 1

Year 2

Year 3

Year 4

Hold a spoon to pick up food and put it into mouth to self feed.





Able to wash and dry own hands.


Like to eat different types of fruit

and vegetables.


KPI: To say where some food comes from and give examples of food that is grown.

KPI: To understand the need for a variety of food in a diet.

KPI: To use a variety of ingredients and techniques to prepare and combine ingredients safely.

KPI: To understand what makes a healthy balanced diet, and that different foods and drinks provide different substances the body needs to be healthy and active.

Hold a small jug and pour own drink.


Talk about different ways of keeping

healthy, like washing hands before eating food, having a drink of water when thirsty, eating fruit or vegetables and running

or jumping. (PRIME)

KPI: To select from and use a range of tools and equipment to perform practical tasks e.g. cutting, shaping, joining and finishing.

To prepare a healthy food product.

To evaluate a diet and say whether it is healthy and varied and suggest improvements.

To know what to do to be hygienic and safe, when preparing food.

I can hold a chunky crayon, pencil, pen or paint

brush and makes lines that go across, up and

down or round and round.


Show and talk about using things like scissors,

hammers and saws safely.


To cut food safely.

KPI: To understand that all food has to be farmed, grown or caught.

KPI: To create designs using annotated sketches, cross sectional diagrams and simple computer programmes.

KPI: To understand seasonality and the advantages of eating seasonal and locally produced food.

Make toys, such as a wind up

toy, move.

Use different things like scissors,

paintbrushes, pens, hammers or bricks to

make things.



KPI: To design purposeful, functional, appealing products for himself/herself and other users based on design criteria.

To show that own designs meet a range of requirements.

To explain the origin of a variety of ingredients.

Understand the importance of being careful when

using children’s scissors to snip or a knife to

spread jam.

Use different things like

scissors, masking tape, sticky tape,

hole punches and string to join and

fix things together.

KPI: To use a range of simple tools to cut, join and combine materials and components safely. 

To evaluate a product against design criteria.

To make a product which uses both electrical and mechanical components. 

KPI: To read and follow recipes which involve several processes, skills and techniques.

Make toys move or the sound

or picture images on toys work

by pressing switches or touching

the screen.

Handle equipment and tools



To make a model stronger by altering shape and structure.

KPI: To generate, develop, model and communicate his/her ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

KPI: To safely measure, mark out, cut, assemble and join with some accuracy.

KPI: To use knowledge of existing products to design a functional and appealing product for a particular purpose and audience.

Use all sorts of building toys

and empty cardboard boxes to

make things.

Know the importance

for good health of physical

exercise, and a healthy diet and

talk about ways to keep healthy

and safe. (ELG,PRIME)

KPI: To ask simple questions about existing products and those that he/she has made.

KPI: To choose appropriate tools, equipment, techniques and materials from a wide range.

To work accurately to make cuts and holes.

To evaluate own product, thinking of both appearance and the way it works.

Know that tools like

scissors, spoons and hammers can be used to

do different things.


own basic hygiene and personal

needs successfully


To describe how something works.

KPI: To safely measure, mark out, cut and shape materials and components using a range of tools.

To choose suitable techniques to strengthen a product.

To know how key events/ individuals’ designs have shaped the world.

Make lines and piles of blocks,

joining the pieces together to

make things.

Know about, and can make healthy choices in relation to, healthy eating and exercise.


To talk with others about how they want to construct a product.

To think of ideas and plan what to do next.

KPI: To make suitable choices from a wider range of tools and unfamiliar materials and plan out the main stages of using them.

KPI: To create designs using exploded diagrams.


Develop own ideas through selecting and using materials and

working on processes of interest.


KPI: To make a product which moves using  wheels and axles.

To measure materials to use in a model or structure.

To put together step-by-step plan which shows the order and also what equipment and tools they need.

To take account of the ideas of others when designing.


Through explorations, find out

and make decisions about how media and materials can be combined and




KPI: To evaluate and assess existing products and those that he/she has made using a design criteria.

KPI: To investigate and analyse existing products and those he/she has made, considering a wide range of factors.

To produce a plan and explain it to others.


Talk about the ideas and processes which have led to

designs, images or products.



To write a set of simple design criteria.

To make sure that a product looks attractive.

To continue to work on own product even though the original idea might not have worked.


Talk about features of own and

others’ work, recognising the differences between them and the strengths of




To explain what went well with own work.


KPI: To consider how existing products and his/her own finished products might be improved and how well they meet the needs of the intended user.




To evaluate an existing product suggesting improvements.


To produce sample parts of a design to evaluate and improve.




KPI: To investigate different techniques for stiffening a variety of materials and explore different methods of enabling structures to remain stable.


KPI: To apply techniques he/she has learnt to strengthen structures and explore his/her own ideas.




To join things (materials/ components) together in different ways.


To use knowledge of transference of forces to choose appropriate mechanisms for a product (eg levers, winding mechanisms, pulleys and gears).




KPI: To explore and use mechanisms e.g. levers, sliders, wheels and axles, in his/her products.


To think about what to do to present a product in an interesting way.






KPI: To understand and use electrical systems in products


D.T supports spiritual development by allowing pupils the opportunity to exercise imagination, inspiration, intuition and insight through creativity and risk taking in analysing, designing and manufacturing a range of products. It instils a sense of awe, wonder and mystery when studying the natural world or human achievement. Encouraging creativity allows pupils to express innermost thoughts and feelings and to reflect and learn from reflection, for example, asking ‘why?’, ‘how?’ and ‘where?’.


D.T supports moral development by raising awareness of the moral dilemmas by encouraging pupils to value the environment and its natural resources and to consider the environmental impact of everyday products. It educates pupils to become responsible consumers.


D.T Supports social development by providing opportunities to work as a team, recognising others’ strengths and sharing equipment. Design Technology promotes equality of opportunity and provides an awareness of areas that have gender issues e.g. encouraging girls to use equipment that has been traditionally male dominated.


D.T supports cultural development by encouraging children to reflect on ingenious products and inventions, the diversity of materials and ways in which design technology can improve the quality of life. It investigates how different cultures have contributed to technology and reflects on products and inventions, the diversity of materials and ways in which design can improve the quality of our lives.