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Design and Technology

At Our Lady of Lourdes, our aim is to provide a broad and balanced curriculum which provides our children skills for life beyond primary education. We encourage the use of creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

During Design and Technology, we actively encourage our children to be critical thinkers, forward planners and effective problem solvers. We also teach our children to be able to work as capable individuals and as part of a valuable, productive team.

Resilience is a key theme running through our DT curriculum, and the children are encouraged to become innovators and risktakers.

The National Curriculum aims for Design and Technology are:

- To develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

- To 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

- To 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.

At Our Lady of Lourdes, we use the Kapow scheme of work covers the 5 key curriculum areas as listed below. These are then broken down into specific areas which are repeated over the children's time at OLOL. 

Our scheme of work is designed as a spiral curriculum with the following key principles in mind:

Cyclical: Pupils return to the key areas during their time in primary school.

Increasing depth: Each time a key area is revisited it is covered with greater complexity.

Prior knowledge: Upon returning to each key area, prior knowledge is utilised so pupils can build upon previous foundations, rather than starting again.

Click below to see the units of work that each year group complete. These are not completed in chronological order.

Year 1

Structures Mechanisms/Mechanical Systems Cooking and Nutrition Textiles



Importance of clear design criteria

Including individual preferences and requirements in design



Making stable structures from card, tape and glue

Using Nets

Using axels







-shape of materials can be changed to improve the strength and stiffness of structures

- cylinders are a strong type of structure

- axles are used in structures and mechanisms to make parts turn in a circle understand that different structures are used for different purposes

know a structure is something that has been made and put together

Wheels and Axels


Designing a vehicle that includes wheels, axles and axle holders, which will allow the wheels to move

Creating clearly labelled drawings which illustrate movement



Adapting mechanisms



Testing mechanisms, identifying what stops wheels from turning, knowing that a wheel needs an axle in order to move



Know that wheels need to be round to rotate and move

Understand that for a wheel to move it must be attached to a rotating axle

Know that an axle moves within an axle holder which is fixed to the vehicle or toy

Know that the frame of a vehicle (chassis) needs to be balanced

Fruit and Vegetables


Designing smoothie carton packaging by-hand or on ICT software



Chopping fruit and vegetables safely to make a smoothie

Identifying if a food is a fruit or a vegetable Learning where and how fruits and vegetables grow



Tasting and evaluating different food combinations

Describing appearance, smell and taste

Suggesting information to be included on packaging


Cooking and Nutrition

• Understanding the difference between fruits and vegetables

To understand that some foods typically known as vegetables are actually fruits (e.g. cucumber)

To know that a blender is a machine which mixes ingredients together into a smooth liquid

To know that a fruit has seeds and a vegetable does not

To know that fruits grow on trees or vines

To know that vegetables can grow either above or below ground

To know that vegetables can come from different parts of the plant (e.g. roots: potatoes, leaves: lettuce, fruit: cucumber)



Using a template to create a design for a decoration



Cutting fabric neatly with scissors

Using joining methods to decorate a puppet (stapling, sticking etc)

Sequencing steps for construction



Reflecting on a finished product, explaining likes and dislikes

Year 2

Structures Mechanisms Cooking and Nutrition Textiles



Generating and communicating ideas using sketching and modelling



Making a structure according to design criteria

Creating joints and structures from paper/card and tape

Building a strong and stiff structure by folding paper



Testing the strength of own structures

Identifying the weakest part of a structure

Evaluating the strength, stiffness and stability of own structure



To know that materials can be manipulated to improve strength and stiffness

To know that a structure is something which has been formed or made from parts

To know that a ‘stable’ structure is one which is firmly fixed and unlikely to change or move

To know that a ‘strong’ structure is one which does not break easily

To know that a ‘stiff’ structure or material is one which does not bend easily

Making a moving monster


Creating a class design criteria for a moving monster

Designing a moving monster for a specific audience in accordance with a design criteria



Making linkages using card for levers and split pins for pivots

Experimenting with linkages adjusting the widths, lengths and thicknesses of card used

Cutting and assembling components neatly



Evaluating own designs against design criteria

Using peer feedback to modify a final design



To know that mechanisms are a collection of moving parts that work together as a machine to produce movement

To know that there is always an input and output in a mechanism

To know that an input is the energy that is used to start something working
To know that an output is the movement that happens as a result of the input

To know that a lever is something that turns on a pivot

To know that a linkage mechanism is made up of a series of levers

A balanced diet


Designing a healthy wrap based on a food combination which work well together



Slicing food safely using the bridge or claw grip

Constructing a wrap that meets a design brief



Describing the taste, texture and smell of fruit and vegetables

Taste testing food combinations and final products

Describing the information that should be included on a label

Evaluating which grip was most effective


Cooking and Nutrition

To know that ‘diet’ means the food and drink that a person or animal usually eats

To understand what makes a balanced diet

To know where to find the nutritional information on packaging

To know that the five main food groups are: Carbohydrates, fruits and vegetables, protein, dairy and foods high in fat and sugar To understand that I should eat a range of different foods from each food group, and roughly how much of each food group

To know that nutrients are substances in food that all living things need to make energy, grow and develop

To know that ‘ingredients’ means the items in a mixture or recipe

To know that I should only have a maximum of five teaspoons of sugar a day to stay healthy

To know that many food and drinks we do not expect to contain sugar do; we call these ‘hidden sugars’

Designing a pouch


Designing a pouch



Selecting and cutting fabrics for sewing

Threading a needle

Sewing running stitch, with evenly spaced, neat, even stitches to join fabric

Neatly pinning and cutting fabric using a template



Reflecting upon final product



To know that sewing is a method of joining fabric

To know that different stitches can be used when sewing

To understand the importance of tying a knot after sewing the final stitch

To know that a thimble can be used to protect my fingers when sewing


Year 3

Structures Mechanical systems Digital World Eating Seasonally


Designing a building with key features to appeal to a specific person/purpose

Drawing and labelling design using 2D shapes, labelling: -the 3D shapes that will create the features - materials needed and colours

Designing and/or decorating an element on CAD software



Constructing a range of 3D geometric shapes using nets

Creating special features for individual designs

Making facades from a range of recycled materials



Evaluating own work and the work of others based on the aesthetic of the finished product and in comparison to the original design

Suggesting points for modification of the individual designs



To understand that wide and flat based objects are more stable

To understand the importance of strength and stiffness in structures


Designing a toy which uses a pneumatic system

Developing design criteria from a design brief

Generating ideas using thumbnail sketches and exploded diagrams

Learning that different types of drawings are used in design to explain ideas clearly



Creating a pneumatic system to create a desired motion Building secure housing for a pneumatic system

Using syringes and balloons to create different types of pneumatic systems to make a functional and appealing pneumatic toy

Selecting materials due to their functional and aesthetic characteristics

Manipulating materials to create different effects by cutting, creasing, folding, weaving



Using the views of others to improve designs

Testing and modifying the outcome, suggesting improvements

Understanding the purpose of exploded-diagrams through the eyes of a designer and their client



To understand how pneumatic systems work

To understand that pneumatic systems can be used as part of a mechanism

To know that pneumatic systems operate by drawing in, releasing and compressing air


Problem solving by suggesting potential features on a Micro: bit and justifying my ideas

Developing design ideas for a technology pouch

Drawing and manipulating 2D shapes, using computer-aided design, to produce a point of sale badge



Using a template when cutting and assembling the pouch

Following a list of design requirements

Selecting and using the appropriate tools and equipment for cutting, joining, shaping and decorating a foam pouch

Applying functional features such as using foam to create soft buttons



Analysing and evaluating an existing product

Identifying the key features of a pouch



To understand that in programming a ‘loop’ is code that repeats something again and again until stopped

To know that a Micro:bit is a pocket-sized, codeable computer

Writing a program to control (button press) and/or monitor (sense light) that will initiate a flashing LED algorithm


Creating a healthy and nutritious recipe for a savoury tart using seasonal ingredients, considering the taste, texture, smell and appearance of the dish



Knowing how to prepare themselves and a work space to cook safely in, learning the basic rules to avoid food contamination

Following the instructions within a recipe



Establishing and using design criteria to help test and review dishes Describing the benefits of seasonal fruits and vegetables and the impact on the environment Suggesting points for improvement when making a seasonal tart


Cooking and Nutrition

To know that not all fruits and vegetables can be grown in the UK

To know that climate affects food growth • To know that vegetables and fruit grow in certain seasons

To know that cooking instructions are known as a ‘recipe’

To know that imported food is food which has been brought into the country

To know that exported food is food which has been sent to another country.

To understand that imported foods travel from far away and this can negatively impact the environment

To know that each fruit and vegetable gives us nutritional benefits because they contain vitamins, minerals and fibre

To understand that vitamins, minerals and fibre are important for energy, growth and maintaining health

To know safety rules for using, storing and cleaning a knife safely

To know that similar coloured fruits and vegetables often have similar nutritional benefits

Year 4

Mechanical Systems Electrical Systems Cooking and Nutrition Textiles

Making a slingshot car


Designing a shape that reduces air resistance

Drawing a net to create a structure from

Choosing shapes that increase or decrease speed as a result of air resistance

Personalising a design



Measuring, marking, cutting and assembling with increasing accuracy

Making a model based on a chosen design



Evaluating the speed of a final product based on: the effect of shape on speed and the accuracy of workmanship on performance



To know that air resistance is the level of drag on an object as it is forced through the air

To understand that the shape of a moving object will affect how it moves due to air resistance.




Designing a torch, giving consideration to the target audience and creating both design and success criteria focusing on features of individual design ideas



Making a torch with a working electrical circuit and switch

Using appropriate equipment to cut and attach materials

Assembling a torch according to the design and success criteria



• Testing and evaluating the success of a final product



To know that an electrical circuit must be complete for electricity to flow

To know that a switch can be used to complete and break an electrical circuit



Following a baking recipe

Cooking safely, following basic hygiene rules


Cooking and Nutrition

To know that the amount of an ingredient in a recipe is known as the ‘quantity’

To know that it is important to use oven gloves when removing hot food from an oven

To know the following cooking techniques: sieving, creaming, rubbing method, cooling To understand the importance of budgeting while planning ingredients for biscuits



Writing design criteria for a product, articulating decisions made Designing a personalised book sleeve



Making and testing a paper template with accuracy and in keeping with the design criteria Measuring, marking and cutting fabric using a paper template

Selecting a stitch style to join fabric, working neatly sewing small neat stitches

Incorporating fastening to a design



Testing and evaluating an end product against the original design criteria

Deciding how many of the criteria should be met for the product to be considered successful

Suggesting modifications for improvement Articulating the advantages and disadvantages of different fastening types



To know that a fastening is something which holds two pieces of material together for example a zipper, toggle, button, press stud and velcro

To know that different fastening types are useful for different purposes

To know that creating a mock up (prototype) of their design is useful for checking ideas and proportions



Year 5

Mechanical systems Electrical Systems Cooking and Nutrition Textiles

Pop Up Book


Designing a pop-up book which uses a mixture of structures and mechanisms

Naming each mechanism, input and output accurately

Storyboarding ideas for a book



Following a design brief to make a pop up book, neatly and with focus on accuracy

Making mechanisms and/or structures using sliders, pivots and folds to produce movement

Using layers and spacers to hide the workings of mechanical parts for an aesthetically pleasing result



To know that mechanisms control movement

To understand that mechanisms that can be used to change one kind of motion into another

To understand how to use sliders, pivots and folds to create paper-based mechanisms

Electronics Greetings Card


Designing an electronic greetings card with a copper track circuit and components

Creating a labelled circuit diagram showing positive and negative parts in relation to the LED and the battery

Writing design criteria for an electronic greeting card

Compiling a moodboard relevant to my chosen theme, purpose and recipient



Making a functional series circuit

Creating an electronics greeting card, referring to a design criteria

Mapping out where different components of the circuit will go



Evaluating a peer’s product against design criteria and suggesting modifications that could be made to improve the reliability or aesthetics of it or to incorporate another type of circuit component



To know the key components used to create a functioning circuit

To know that copper is a conductor and can be used as part of a circuit

To understand that breaks in a circuit will stop it from working

To understand that a series circuit only has one path for the electrical current to flow from positive to negative

To know that we use symbols to represent components in a circuit diagram

To know the names of the components in a basic series circuit: crocodile wires, LED (light-emitting diode), battery holder, battery, cell

What could be healthier?


Adapting a traditional recipe, understanding that the nutritional value of a recipe alters if you remove, substitute or add additional ingredients

Writing an amended method for a recipe to incorporate the relevant changes to ingredients

Designing appealing packaging to reflect a recipe



Cutting and preparing vegetables safely

Using equipment safely, including knives, hot pans and hobs

Knowing how to avoid cross-contamination

Following a step by step method carefully to make a recipe



Identifying the nutritional differences between different products and recipes

Identifying and describing healthy benefits of food groups


Cooking and Nutrition

To understand where meat comes from - learning that beef is from cattle and how beef is reared and processed, including key welfare issues

To know that I can adapt a recipe to make it healthier by substituting ingredients

To know that I can use a nutritional calculator to see how healthy a food option is

To understand that ‘cross-contamination’ means that bacteria and germs have been passed onto ready-to-eat foods and it happens when these foods mix with raw meat or unclean objects

Stuffed Toys


Designing a stuffed toy considering the main component shapes required and creating an appropriate template

Considering the proportions of individual components



Creating a 3D stuffed toy from a 2D design

Measuring, marking and cutting fabric accurately and independently

Creating strong and secure blanket stitches when joining fabric

Threading needles independently

Using applique to attach pieces of fabric decoration

Sewing blanket stitch to join fabric

Applying blanket stitch so the space between the stitches are even and regular



Testing and evaluating an end product and giving point for further improvements



To know that blanket stitch is useful to reinforce the edges of a fabric material or join two pieces of fabric

To understand that it is easier to finish simpler designs to a high standard

To know that soft toys are often made by creating appendages separately and then attaching them to the main body

To know that small, neat stitches which are pulled taut are important to ensure that the soft toy is strong and holds the stuffing securely


Year 6

Mechanical Systems Digital World Cooking and Nutrition Structures

Automata Toys


Experimenting with a range of cams, creating a design for an automata toy based on a choice of cam to create a desired movement

Understanding how linkages change the direction of a force

Making things move at the same time

Understanding and drawing cross-sectional diagrams to show the inner-working



Measuring, marking and checking the accuracy of the jelutong and dowel pieces required

Measuring, marking and cutting components accurately using a ruler and scissors

Assembling components accurately to make a stable frame Understanding that for the frame to function effectively the components must be cut accurately and the joints of the frame secured at right angles

Selecting appropriate materials based on the materials being joined and the speed at which the glue needs to dry/set



Evaluating the work of others and receiving feedback on own work Applying points of improvements

Describing changes they would make/do if they were to do the project again



To understand that the mechanism in an automata uses a system of cams, axles and followers

To understand that different shaped cams produce different outputs

Navigating the World


Writing a design brief from information submitted by a client

Developing design criteria to fulfil the client’s request

Considering and suggesting additional functions for my navigation tool

Developing a product idea through annotated sketches

Placing and manoeuvring 3D objects, using CAD

Changing the properties of, or combine one or more 3D objects, using CAD



Considering materials and their functional properties, especially those that are sustainable and recyclable (for example, cork and bamboo)

Explaining material choices and why they were chosen as part of a product concept

Programming an N,E, S,W cardinal compass



Explaining how my program fits the design criteria and how it would be useful as part of a navigation tool

Developing an awareness of sustainable design • Identifying key industries that utilise 3D CAD modelling and explain why

Describing how the product concept fits the client’s request and how it will benefit the customers

Explaining the key functions in my program, including any additions

Explaining how my program fits the design criteria and how it would be useful as part of a navigation tool

Explaining the key functions and features of my navigation tool to the client as part of a product concept pitch

Demonstrating a functional program as part of a product concept



To know that accelerometers can detect movement

To understand that sensors can be useful in products as they mean the product can function without human input

Come Dine with Me


Writing a recipe, explaining the key steps, method and ingredients

Including facts and drawings from research undertaken



Following a recipe, including using the correct quantities of each ingredient

Adapting a recipe based on research • Working to a given timescale

Working safely and hygienically with independence



Evaluating a recipe, considering: taste, smell, texture and origin of the food group Taste testing and scoring final products

Suggesting and writing up points of improvements in productions

Evaluating health and safety in production to minimise cross contamination


Cooking and Nutrition

To know that ‘flavour’ is how a food or drink tastes

To know that many countries have ‘national dishes’ which are recipes associated with that country

To know that ‘processed food’ means food that has been put through multiple changes in a factory

To understand that it is important to wash fruit and vegetables before eating to remove any dirt and insecticides

To understand what happens to a certain food before it appears on the supermarket shelf (Farm to Fork)

Sustainable fishing



Designing a playground featuring a variety of different structures, giving careful consideration to how the structures will be used, considering effective and ineffective designs



Building a range of play apparatus structures drawing upon new and prior knowledge of structures

Measuring, marking and cutting wood to create a range of structures

Using a range of materials to reinforce and add decoration to structures



Improving a design plan based on peer evaluation

Testing and adapting a design to improve it as it is developed

Identifying what makes a successful structure



To know that structures can be strengthened by manipulating materials and shapes