theTeacherCloud - Evidence for Learning - National Curriculum: Design and Technology

Framework Library

Evidence for Learning

National Curriculum: Design and Technology

Instructions: Select the text inside the box below, copy and paste into your app where prompted.

For help email:services@theteachercloud.net

Key stage 1
-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
-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 
Key stage 3
-When designing and making, pupils should be taught to:
-Design
--[]use research and exploration, such as the study of different cultures, to identify and understand user needs
--[]identify and solve their own design problems and understand how to reformulate problems given to them
--[]develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
--[]use a variety of approaches [for example, biomimicry and user-centred design] to generate creative ideas and avoid stereotypical responses
--[]develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations
-Make
--[]select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture
--[]select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties
-Evaluate
--[]analyse the work of past and present professionals and others to develop and broaden their understanding
--[]investigate new and emerging technologies
--[]test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups
--[]understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists
-Technical knowledge
--[]understand and use the properties of materials and the performance of structural elements to achieve functioning solutions
--[]understand how more advanced mechanical systems used in their products enable changes in movement and force
--[]understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]
--[]apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors] and control outputs [for example, actuators] using programmable components [for example, microcontrollers]
Cooking and nutrition
-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
-Key stage 3
--[]understand and apply the principles of nutrition and health
--[]cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
--[]become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
--[]understand the source, seasonality and characteristics of a broad range of ingredients