Design
KS2DT-KS2-D001
Using research and design criteria to generate and communicate ideas for innovative, functional and appealing products using advanced representations including annotated sketches, diagrams and computer-aided design.
National Curriculum context
At KS2, the design domain requires pupils to conduct research to understand user needs and to use that research to inform the development of design criteria. Pupils move beyond simple drawing to use annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design as communication tools. The progression from KS1 is marked by the introduction of research, the explicit consideration of specific target users or groups, and the use of more sophisticated visual communication methods. Pupils learn that effective design is evidence-based and user-centred, and that design ideas need to be communicated clearly enough to be made by others.
2
Concepts
1
Clusters
1
Prerequisites
2
With difficulty levels
Lesson Clusters
Use research and design criteria to develop and communicate design ideas
practice CuratedResearch-informed design (C001) and technical drawing/design communication (C002) are the two facets of the KS2 design phase: research generates and validates the design criteria, while technical drawing communicates the design ideas clearly enough to be made. They are always taught together as the expanded design phase at KS2.
Teaching Suggestions (4)
Study units and activities that deliver concepts in this domain.
Cam Mechanisms: Moving Toys
Design & Technology Design, Make, EvaluatePedagogical rationale
Cam mechanisms convert rotational motion (turning a handle) into linear motion (a figure bobbing up and down). Making a cam toy teaches this conversion through direct experience -- turn the handle, watch the follower rise and fall. Different cam profiles (circular, pear, snail) produce different movement patterns, teaching that the shape of a component determines its function.
Design a Torch
Design & Technology Design, Make, EvaluatePedagogical rationale
A torch is a real, functional product that pupils can test immediately -- does it light up? This creates an unambiguous success criterion. The project requires understanding of simple circuits (Science cross-curricular), switch design (mechanism), and housing construction (structures). It naturally integrates three DT strands in one project.
Shell Structures: Packaging
Design & Technology Design, Make, EvaluatePedagogical rationale
Designing packaging for a real product teaches shell structures (structures whose strength comes from their shape rather than internal framework) while connecting to real-world design. Pupils disassemble existing packaging to understand nets, folds, and tabs. They then design packaging for a specific product, learning that form follows function -- the packaging must protect, display, and inform.
Textiles: Pencil Case
Design & Technology Design, Make, EvaluatePedagogical rationale
A pencil case is a functional textile product that pupils will actually use -- the strongest motivator for quality work. The project teaches cutting fabric accurately, joining with running stitch and backstitch, adding a fastening (button, Velcro, zip), and finishing edges. The product must be both functional (strong enough to hold pencils) and aesthetic (reflecting personal design choices).
Prerequisites
Concepts from other domains that pupils should know before this domain.
Concepts (2)
Research-Informed Design
process Guided MaterialsDT-KS2-C001
At KS2, effective design is grounded in research that identifies the needs, preferences and constraints relevant to a product. Research may involve interviewing potential users, examining existing products, investigating materials, or exploring relevant contexts. The findings from research are used to develop design criteria that shape the design process and provide the basis for evaluation.
Teaching guidance
Teach pupils to conduct structured research before designing - this could include interviews with target users, surveys, product analysis or contextual investigation. Model how to translate research findings into design criteria. Show examples of real product development processes where research has informed design. Provide structured templates that connect research findings to design decisions. Discuss what makes a product 'fit for purpose' in terms of user needs.
Common misconceptions
Pupils may begin designing before completing meaningful research. Establishing the design brief and research phase as required steps prevents this. Some pupils conflate research with simply looking at existing products without identifying specific needs or constraints.
Difficulty levels
Carrying out basic research before designing: examining an existing product or asking a simple question about user needs.
Example task
Before designing a new pencil case, look at three existing pencil cases. What do you notice about them?
Model response: They all have a zip or fastener. The biggest one holds more but is harder to fit in a bag. The smallest one is easy to carry but only fits a few pencils.
Conducting structured research (user interviews, product analysis, or contextual investigation) and using findings to create design criteria.
Example task
Interview three classmates about what they want in a pencil case. Use their answers to write your design criteria.
Model response: I asked three people. They all wanted a pencil case that holds at least 10 items, is easy to open with one hand, and fits in their bag. Two wanted a pocket for a rubber. Criteria: must hold 10+ items, open with one hand, fit in a standard school bag, include a small pocket.
Using multiple research methods to inform a design, translating findings into specific, measurable design criteria, and justifying design choices with evidence.
Example task
Research, design and justify a storage solution for a classroom art area. Use at least two research methods.
Model response: I surveyed the class about what art materials they use most, and I measured the shelf space available. I also analysed an existing storage system to see what works. My criteria: must fit in a 60cm x 40cm space, hold brushes upright so they don't get bent, separate paints from paper, and be accessible to the shortest pupil. I chose a tiered rack design because the survey showed brushes and paints are used most, and tiered storage makes best use of the limited height.
Delivery rationale
DT design process concept — structured design briefs and evaluation frameworks guide non-specialist adults.
Technical Drawing and Design Communication
skill Guided MaterialsDT-KS2-C002
Technical drawing involves representing design ideas using conventions that communicate information about how a product looks, how it is constructed and how its parts relate to each other. At KS2, pupils learn to use annotated sketches, cross-sectional diagrams, exploded diagrams, pattern pieces and computer-aided design to communicate their ideas clearly and accurately to others who will make or evaluate the product.
Teaching guidance
Teach specific drawing conventions including labelling, dimensioning and cross-sections. Practice exploded diagrams to show how components fit together. Introduce appropriate computer-aided design tools for generating and presenting design ideas. Discuss why designers need to communicate their ideas clearly to others, such as when a design is made by someone other than the designer. Compare technical drawings with artistic drawings to highlight different purposes.
Common misconceptions
Pupils may treat all drawing in DT as artistic expression rather than technical communication. Establishing that technical drawing has specific conventions and purposes helps. Some pupils may find exploded and cross-sectional diagrams conceptually challenging; building up from physical disassembly of real objects helps develop the mental model.
Difficulty levels
Drawing a labelled sketch of a design idea showing the main features and materials.
Example task
Draw your design for a phone stand. Label the parts and what materials you will use.
Model response: I drew a phone stand with a back support and a front lip. Labels: 'back support — card', 'base — wood', 'front lip — card strip to stop phone sliding'.
Using annotated sketches with dimensions, and creating at least one alternative design to compare options.
Example task
Draw two different designs for the phone stand. Add measurements and explain which you would choose and why.
Model response: Design A is a simple angled back rest, 12cm tall and 8cm wide. Design B is a box shape with a slot. I chose Design A because it uses less material and is easier to make, but Design B would be more stable. I'll add a wider base to Design A to fix the stability problem.
Communicating designs using annotated sketches, cross-sections or exploded diagrams, with dimensions and construction notes sufficient for someone else to follow.
Example task
Create a design drawing for your project that another pupil could use to make the product without asking you questions.
Model response: I drew a front view and a side cross-section showing how the layers fit together. I included all measurements in cm, listed materials for each part, numbered the assembly steps, and drew an exploded diagram showing how the three pieces slot together. I also noted where I would use glue and where I would use screws.
Delivery rationale
DT design process concept — structured design briefs and evaluation frameworks guide non-specialist adults.