Year 5 Design Technology

National Curriculum Expectations for the end of Key Stage 2:

When designing and making, children should be able to:


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


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


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.

Cooking and nutrition

understand and apply the principles of a healthy and varied diet

prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.


At Gayton, by the end of Year 5, the expectation is that children will be able to:

  • take a user’s view into account when designing
  • begin to consider needs/wants of individuals/groups when designing and ensure product is fit for purpose
  • create own design criteria
  • have a range of ideas
  • produce a logical, realistic plan and explain it to others
  • use cross-sectional planning and annotated sketches
  • make design decisions considering time and resources
  • clearly explain how parts of product will work
  • model and refine design ideas by making prototypes and using pattern pieces
  • use computer-aided designs
  • use selected tools/equipment with good level of precision
  • produce suitable lists of tools, equipment/materials needed
  • select appropriate materials, fit for purpose; explain choices, considering functionality
  • create and follow detailed step-by-step plan
  • explain how product will appeal to an audience
  • mainly accurately measure, mark out, cut and shape materials/components
  • mainly accurately assemble, join and combine materials/components
  • mainly accurately apply a range of finishing techniques
  • use techniques that involve a small number of steps
  • be resourceful with practical problems
  • evaluate quality of design while designing and making
  • evaluate ideas and finished product against specification, considering purpose and appearance
  • test and evaluate final product
  • evaluate and discuss existing products, considering: how well they’ve been made, materials, whether they work, how they have been made, fit for purpose
  • begin to evaluate how much products cost to make and how innovative they are
  • research how sustainable materials are
  • talk about some key inventors/designers/ engineers/ chefs/manufacturers of groundbreaking products