Design
KS1DT-KS1-D001
Generating and communicating ideas for purposeful, functional and appealing products through a variety of means.
National Curriculum context
The design domain at KS1 introduces pupils to the concept that products are created to solve problems and meet specific needs and wants. Pupils learn to generate ideas and communicate them through drawing, talking, templates and mock-ups before committing to making, establishing the principle that design precedes construction. This domain develops pupils' ability to think about who will use a product and what it needs to do, introducing the concept of design criteria as a way of establishing success measures. By engaging with design at this foundational stage, pupils learn that creativity and imagination can be channelled purposefully to create products that work and appeal to others.
2
Concepts
1
Clusters
1
Prerequisites
2
With difficulty levels
Lesson Clusters
Develop design ideas against criteria for a purpose and user
practice CuratedThe iterative design process (C001) and design criteria (C002) are inseparable at KS1: criteria define what success looks like, and the process provides the cycle within which criteria are used. These two process concepts are always taught together as the design phase of the Design–Make–Evaluate cycle.
Teaching Suggestions (3)
Study units and activities that deliver concepts in this domain.
Moving Pictures (Sliders and Levers)
Design & Technology Design, Make, EvaluatePedagogical rationale
Moving picture books are an engaging first mechanisms project because the end product is immediately functional and satisfying -- the slider moves, the lever lifts, the child sees cause and effect. The project combines Art (illustration) with DT (mechanism) in a natural way. The relatively simple construction (card, split pins, paper strips) is achievable for 5-7 year olds while still teaching genuine mechanical principles.
Puppets
Design & Technology Design, Make, EvaluatePedagogical rationale
Puppet-making introduces textiles at an age-appropriate level. Simple hand puppets or stick puppets require cutting fabric, joining with glue or simple stitching, and decorating. The puppet becomes a functional product with a clear purpose -- performance. This connects DT to English (storytelling), Drama, and Art.
Sandwich Design Challenge
Design & Technology Design, Make, EvaluatePedagogical rationale
Designing a sandwich for a specific person (a teacher, a friend, a character from a book) introduces user-centred design through food. Pupils must research their user's preferences, select ingredients that are both tasty and healthy, assemble the sandwich, and evaluate whether the user likes it. The design-make-evaluate cycle is immediately tangible.
Prerequisites
Concepts from other domains that pupils should know before this domain.
Concepts (2)
Iterative Design Process
Keystone process Guided MaterialsDT-KS1-C001
The iterative design process involves cyclical stages of designing, making and evaluating, where each stage informs the others and products are progressively improved. At KS1, pupils are introduced to this process in a simplified form, learning that good products emerge from planning, making and reflection rather than a single attempt. The iterative nature of design means that problems discovered during making can lead to redesign, and evaluation can trigger further improvement.
Teaching guidance
Structure projects clearly around the design-make-evaluate cycle, making each stage visible to pupils. Use simple design sheets that prompt pupils to draw their ideas before making. Build in time for evaluation during and after making, asking pupils what is working well and what they would change. Use pupils' evaluations to inform improved versions of their products. Model the process explicitly by demonstrating how professional designers revise their ideas.
Common misconceptions
Pupils often think of design and technology as simply making things without planning. Establishing the design phase as a necessary precursor to making is important. Some pupils may see evaluation as only happening at the end of a project; teaching that evaluation is continuous throughout the making process is a key pedagogical goal.
Difficulty levels
Following a simple design-make-evaluate sequence with adult guidance, understanding that making involves planning before starting.
Example task
Before you make your puppet, draw a picture of what you want it to look like.
Model response: I drew my puppet with a big head, two arms and a pointy hat. I want to use felt for the body.
Completing the design-make-evaluate cycle with some independence, referring back to their design during making and identifying one improvement after.
Example task
Make your puppet, then compare it to your design. What went well? What would you change?
Model response: I followed my design and the body shape is right. The arms keep falling off because I used tape — next time I would use stitching or a stronger join.
Using the design-make-evaluate cycle independently, making purposeful changes during making based on testing, and evaluating against the original design criteria.
Example task
Design, make and evaluate a container that holds at least five pencils and stands up by itself. Test it during making and improve if needed.
Model response: My design was a tube shape but when I tested it, it kept falling over. I added a wider base using extra card, which made it stable. It holds seven pencils, which is more than five. My criteria said it must stand up and hold five pencils — it does both.
Delivery rationale
DT design process concept — structured design briefs and evaluation frameworks guide non-specialist adults.
Design Criteria
process Guided MaterialsDT-KS1-C002
Design criteria are the specific requirements that a product must meet to be considered successful. They define what the product must do (function), who it is for (user), how it should look (aesthetics) and sometimes what it should be made of (materials). At KS1, pupils are introduced to design criteria as a way of setting goals before making and checking success after making.
Teaching guidance
Help pupils to generate simple design criteria with prompts such as 'Who is this for?', 'What must it do?', 'What should it look like?'. Record criteria in simple formats that pupils can refer to during making. Discuss existing products in terms of how well they meet imagined design criteria. After making, return explicitly to the criteria to evaluate the product. Keep criteria simple and achievable at KS1 - typically two or three clear requirements.
Common misconceptions
Pupils may create criteria that are too vague (e.g. 'it must be good') or too prescriptive. Teaching pupils to write criteria that can be checked - 'it must hold at least five books' rather than 'it must be strong' - develops their understanding. Pupils may also not refer back to criteria during or after making; building this habit takes time and consistent reinforcement.
Difficulty levels
Stating who a product is for and one thing it must do, with adult prompts.
Example task
Who will use the bag you are making? What must it do?
Model response: The bag is for me. It must hold my reading book.
Generating two or three simple, checkable design criteria that address function and user needs.
Example task
Write three rules your bag must follow to be successful.
Model response: 1. It must hold a reading book without it falling out. 2. It must have a handle I can carry. 3. It must be strong enough not to tear.
Creating design criteria independently that address function, aesthetics and user needs, then using them to evaluate the finished product.
Example task
Write design criteria for a pencil case for a Year 1 pupil. After making it, check each criterion.
Model response: Criteria: 1. Must hold at least 6 pencils. 2. Must open and close easily for small hands. 3. Must be colourful and appealing to a 5-year-old. 4. Must be strong enough for daily use. Evaluation: Holds 8 pencils (pass), fastener works easily (pass), I used bright fabric (pass), stitching is secure (pass).
Delivery rationale
DT design process concept — structured design briefs and evaluation frameworks guide non-specialist adults.