Design Technology

Design and technology project

Electrical systems- More complex switches and circuits 

Prior learning

• Understanding of the essential characteristics of a 

series circuit and experience of creating a batterypowered, functional, electrical product.

• Initial experience of using computer control 

software and an interface box or a standalone box, 

e.g. writing and modifying a program to make a 

light flash on and off.

Designing

• Use research to develop a design specification for 

a functional product that responds automatically to 

changes in the environment. Take account of 

constraints including time, resources and cost. 

• Generate and develop innovative ideas and share 

and clarify these through discussion. 

• Communicate ideas through annotated sketches, 

pictorial representations of electrical circuits or 

circuit diagrams. 

Making

• Formulate a step-by-step plan to guide making, 

listing tools, equipment, materials and 

components. 

• Competently select and accurately assemble 

materials, and securely connect electrical 

components to produce a reliable, functional 

product.

• Create and modify a computer control program to 

enable an electrical product to work automatically 

in response to changes in the environment.

Evaluating

• Continually evaluate and modify the working 

features of the product to match the initial design 

specification. 

• Test the system to demonstrate its effectiveness 

for the intended user and purpose.

• Investigate famous inventors who developed 

ground-breaking electrical systems and 

components.

Technical knowledge and understanding

• Understand and use electrical systems in their 

products.

• Apply their understanding of computing to 

program, monitor and control their products.

• Know and use technical vocabulary relevant to the 

project.

Skills progression

Key Stage 2

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].

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 vocabulary

series circuit, parallel circuit, names of switches and components, input device, output device, system, monitor, control, program, flowchart function, innovative, design specification, design brief, user, purpose