Design and technology project

Electrical systems- Simple circuits and switches 

Prior learning

• Constructed a simple series electrical circuit in science, using bulbs, switches and buzzers.

• Cut and joined a variety of construction materials, 

such as wood, card, plastic, reclaimed materials and glue.

Designing

• Gather information about needs and wants, and develop design criteria to inform the design of products that are fit for purpose, aimed at particular individuals or groups.

• Generate, develop, model and communicate realistic ideas through discussion and, as appropriate, annotated sketches, cross-sectional and exploded diagrams. 

Making

• Order the main stages of making.

• Select from and use tools and equipment to cut, shape, join and finish with some accuracy.

• Select from and use materials and components, including construction materials and electrical components according to their functional 

properties and aesthetic qualities.

Evaluating

• Investigate and analyse a range of existing battery-powered products.

• Evaluate their ideas and products against their own design criteria and identify the strengths and areas for improvement in their work.

Technical knowledge and understanding

• Understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs and buzzers.

• Apply their understanding of computing to program 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, fault, connection, toggle switch, push-to-make switch, push-to-break switch, battery, battery holder, bulb, bulb holder, wire, insulator, conductor, crocodile clip control, program, system, input device, output device