Subject Learning Map for Design & Technology


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Toy Story


Design and build a ‘toy’

The True Story of the Three Little Pigs


Design and make a purse

Life by the Sea


Design and make a game using magnets



Design and make a dragonologist’s bag

The Victorians


Design and make a pull along toy

Bullets, Bombs and Bunting!


Design and make support items for a museum

Key Content (Skills/knowledge)

Design and make a product which moves, using axle and wheels. Create a simple plan for toy. To make choices about type of movement through method of attaching wheels– straight, wonky (offset wheel/axle) or circular. To  make final product appealing to look at.  Select tools needed to complete the construction.

Research different purses and how useful they are.  Decide on simple criteria for the purse (including how it will close).  Select appropriate fabric/materials for the construction, explaining why they have been chosen.  Learn suitable sewing stitches in order to construct. Evaluate the success of the product and compare to success criteria identified at the start.

Research game types.  Design own game with a magnetic basis. Plan how to construct game, including appropriate selection of materials and how it will be made attractive.  Use plan to make product, utilising appropriate tools and joining methods, with thought for its aesthetics.

Research bags, different stitches and fastenings. Choose best fastening and make prototype, including material choices.  Will also consider how materials will be joined as well as visible design.  Evaluate finished product and its effectiveness.  Decide on possible future improvements, based on how the product performed.

Research how to make the toy bump up and down as it is pulled along.  Use saws safely to cut axles to correct length, drill holes in wheels at appropriate points to create ‘bumpy’ toys.  Focus on aesthetics at the design and making stages.  Assess final products.

·         Create bite sized audio guides on mini ‘button’ recorders to explain items around their museum.  To include designing and making boxes to go round – need to consider practicality as well as aesthetics.

·         Design  information leaflet holders – to be used around the museum.


I can use my own ideas to make a product.

I can use different resources to make a product.

I can talk about my design

I can explain why I have chosen specific textiles.

I can use appropriate stitches in my work.

I can explain what went well with my work.

I can design a product that meets criteria.

I can select a suitable wide range of appropriate materials

I can identify the strengths and areas of development in my design

I can use ideas from other people/places when designing.

I evaluate my plan and suggest improvements, before starting work.

I persevere and adapt my work if my original ideas do not work.

I can produce a detailed, step by step plan.

I can explain how a product will appeal to its intended audience and apply this to the final product.

I can evaluate the final product and compare this to the original criteria.

I can produce a scaled design, which is aesthetically pleasing.

I can make a product which is practical and easy to use.

I can evaluate the merits of different designs and justify my decisions.

Core Vocabulary

Wheel, axle, offset, centre, design

textile, fabric, fastening, stitches

magnet, rules, interesting, aesthetics

stitch, fastening, design, materials, use, purpose, aesthetics

axle, wheel, offset, saw, drill, centre, off-centre

sound bite, audio guide, holder,


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Healthy eating


Design and make a healthy drink

London’s Burning


Make and sell different types of bread

Spiky Spring


Construct a hedgehog house

Frozen Planet


Design and build a prototype shelter (tent) with a focus on textiles

One Small Step...


Food – create food for space

Environmental Crisis!


Design sustainable packaging

Key Content


Research the sugar content of drinks and ingredients used to make drinks.  Select appropriate ingredients to create a healthy drink.

Look at how bread is made – ingredients and method – yeast/kneading.

Consider aesthetics of products. Select appropriate ingredients to crate suitable products. Design marketing posters and run shop to sell products made.  Evaluate sales and identify best sellers – why do they think they sold best?

Hedgehog expert visit, to discuss habitat and suitable homes.  Using sawing and nailing techniques with wood to construct a product safely. Measure accurately to cut materials to correct size.

Placement of product in suitable places around the community.

Investigate designs of suitable tents in the Arctic/Antarctic.  Create a plan for own tent, using effective materials and justify their use

Research the food needed in space – small, no cooking in space, dried (can be re-constituted later with water or eaten dried, like fruit), puree, small etc.

Design and execute a product to be taken into space, which fit the criteria decided upon.

Invite Morrisons to visit and discuss sustainable packaging – what products are used, how it is minimised etc.  Children to carry out own research too.  Use knowledge to design sustainable packaging for a product.  Justify choice of material.  Evaluate design against initial criteria.


I can use my understanding of healthy diet to create a healthy drink.

I can select appropriate ingredients based on function.

I understand the use of yeast as a raising agent.

I can weigh out ingredients.

I can work accurately to measure, make cuts and holes.

I can choose materials for suitability and strength.

I can choose the most appropriate tools and techniques for the task.

I create a plan and explain it to someone.

I measure materials accurately.

I can join materials appropriately.

I evaluate the final product and decide on its effectiveness.

I show I understand how to be safe and hygienic in the kitchen.

I can apply my research and knowledge to create an appropriate product.

I can consider the effects of packaging on the environment.

I can explain how my product needs to be stored and justify my package design, explaining how it is sustainable.

I can evaluate my design against sustainable criteria.

Core Vocabulary

healthy, sugar, ingredients

bread, yeast, knead, prove, rise, bake

saw, nail, hammer, join, measure, cut

textiles, measure, cut, join, evaluate, effectiveness

sustainable, packaging, environment, effect,


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

Handa’s Surprise

Create an African inspired meal

Ship Ahoy


Design and make a musical instrument for a pirate to play.

Knights and Castles


Design and make a prototype draw-bridge

Buon Appetito!


Making Pizza

A Midsummer Night’s Dream


Costume design

Summer Fayre Enterprise

Key Content (Skills/knowledge)

Learn to cut with a sharp knife (safely) and be able to explain this to someone.  Use the skill to cut ingredients for meal.  By knowing where foods come from, select appropriate foods for the meal.

Discuss instruments – with a view to practicality of carrying them around.  How can different sounds be achieved – research different lengths of pipe (pan pipe style) etc. Create plan of chosen instrument to include what materials will be needed and how they will be joined.

Look at mechanisms required to raise and lower draw-bridge.  Use pulleys to create own mechanism for a prototype. Focus on choice of material for strength – or how to strengthen – for both the prototype and what it would be constructed from in real life.

Investigate pizzas and popular toppings.  Look at hygiene when cooking – washing hands as well as food prep on different boards.  Investigate safety, eg cutting and hot surfaces.

Research styles and fabrics.  Select appropriate textiles to create a prototype design on a mini-manikin.  All designs to be put forward for judging and best one to be made – winner will model it!

Market research for suitable products to make.  Ideas need to be costed in order to budget.  Products should be saleable, makeable, profitable.  Prior to going into production, children should seek opinions from potential customers as to whether there are improvements to be made and to check saleability. Following Summer Fayre, results of sales should be analysed.


I can cut food safely.

I can understand where food comes from.

I can think of an idea and make a plan.

I can choose tools and materials and explain my choices.

I can join materials and components in different ways.

I can use a pulley system successfully.

I can plan and follow the plan to create a product.

I show I can be hygienic and safe when cooking.

I can present food in an interesting/attractive way.

I can evaluate and suggest improvements for finished products.

I can come up with an idea after researching from different sources.

I can make a prototype.

I can use stitches which are practical and decorative.

I can use market research to inform my plans/ideas.

I can justify my plans in a convincing way.

I can work within a budget.

Core Vocabulary

pulley, raise, lower,

presentation, cook, hygienic

style, authentic, fabric/textile, stitch, join, prototype

market research, budget, net profit, costs, analyse