For teachers and heads of department
National curriculum coverage
How DT Classroom lines up with the Department for Education documents for design and technology: the Key Stage 1 to 3 programmes of study and the GCSE subject content. Everything here is free. Where we do not yet cover something, the page says so.
This is our own mapping, based on lesson titles and summaries. DT Classroom is independent and is not endorsed by the Department for Education. Check each lesson against your own scheme of work, and the current DfE documents, before you rely on it.
At a glance
| Document | Covered | Partly | Not yet | Rows |
|---|---|---|---|---|
| Key Stage 1 | 4 | 4 | 0 | 8 |
| Key Stage 2 | 3 | 5 | 2 | 10 |
| Key Stage 3 | 7 | 8 | 1 | 16 |
| GCSE design and technology: DfE subject content | 15 | 4 | 0 | 19 |
Not yet covered:
- Key Stage 2: Understand how key events and individuals in D&T have helped shape the world
- Key Stage 2: Apply computing to program, monitor and control products
- Key Stage 3: Identify and solve own design problems; reformulate problems given to them
Partly covered rows are listed in each table below. The biggest gap is a full Key Stage 3 course. Our exam-board mapping is on the specification map.
Key Stage 1
Primary lessons 1 to 8 are written for Years 1 to 6 (see each lesson for its year). Key Stage 1 is Years 1 and 2.
| Strand | What the programme or subject content asks for | Rating | How DT Classroom meets it |
|---|---|---|---|
| Design | Design purposeful, functional, appealing products against design criteria | Covered | Each primary lesson ends in a design brief (for example the vehicle brief in Rolling vehicles). Primary lessons 1 to 8 |
| Design | Generate, develop, model and communicate ideas through talking, drawing, templates and mock-ups | Partly | Drawing and 3D model tasks are built in. Templates appear in Sewn pouches. Mock-ups are not taught as a separate skill. Moving picturesSewn pouches |
| Make | Use a range of tools and equipment for cutting, shaping, joining and finishing | Partly | Step-by-step making and safety slides are included. Coverage depends on the project materials. Primary lessons 1 to 8 |
| Make | Use a range of materials and components, including construction materials, textiles and ingredients | Covered | Card and construction (Moving pictures, Rolling vehicles), textiles (Sewn pouches) and food (Healthy snacks). Moving picturesSewn pouchesHealthy snacks |
| Evaluate | Explore and evaluate existing products, and evaluate own ideas against design criteria | Partly | Two stars and a wish is used for evaluation. Exploring existing products is not a dedicated activity. Moving pictures |
| Technical knowledge | Build structures, exploring how they can be made stronger, stiffer and more stable | Covered | Frame structures, struts, braces and gussets with a 3D load test. Strong shelters |
| Technical knowledge | Explore and use mechanisms such as levers, sliders, wheels and axles | Covered | Sliders, levers, pivots, wheels and axles. Moving picturesRolling vehicles |
| Cooking and nutrition | Use the basic principles of a healthy and varied diet to prepare dishes; understand where food comes from | Partly | Food groups, balanced plate, hygiene and grips are covered. Where food comes from is not covered at primary level. Healthy snacks |
Key Stage 2
Key Stage 2 is Years 3 to 6.
| Strand | What the programme or subject content asks for | Rating | How DT Classroom meets it |
|---|---|---|---|
| Design | Use research and develop design criteria to inform design | Partly | Briefs set the criteria. Pupil research is not a taught step yet. Primary lessons 3 to 6 |
| Design | Communicate ideas through annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and CAD | Partly | Annotated drawing, 3D models and pattern templates are used. Exploded and cross-sectional diagrams and CAD are not covered. Sewn pouchesCam toys |
| Make | Select from a wider range of tools, equipment, materials and components | Covered | Seams and stitches, syringes and tubes, cams and followers, frames. Pneumatic monstersCam toysSewn pouches |
| Evaluate | Investigate and analyse existing products; evaluate against own criteria and others' views | Partly | Evaluation is in each project. Analysing existing products is limited. Primary lessons 3 to 6 |
| Evaluate | Understand how key events and individuals in D&T have helped shape the world | Not yet | No primary lesson covers this yet. |
| Technical knowledge | Strengthen, stiffen and reinforce more complex structures | Covered | Struts, braces and gussets, tested in 3D. Strong shelters |
| Technical knowledge | Mechanical systems such as gears, pulleys, cams, levers and linkages | Partly | Cams and followers, levers and pneumatics are covered. Gears and pulleys are not in the primary lessons. Gears appear later in the GCSE mechanical devices lesson. Cam toysPneumatic monsters |
| Technical knowledge | Electrical systems: series circuits, switches, bulbs, buzzers and motors | Covered | Complete circuits, switches, bulbs, buzzers and motors. Light it up |
| Technical knowledge | Apply computing to program, monitor and control products | Not yet | Not covered at primary level. |
| Cooking and nutrition | Healthy and varied diet; prepare and cook savoury dishes with a range of techniques; seasonality and how ingredients are grown, reared, caught and processed | Partly | Healthy snacks covers diet and hygiene. Cooking techniques, seasonality and provenance are not covered at primary level. Healthy snacks |
Key Stage 3
DT Classroom has seven KS3 bridging lessons that lead into GCSE units. They are not a full three-year KS3 course, so most rows are partial or open. This is the main gap the mapping shows.
| Strand | What the programme or subject content asks for | Rating | How DT Classroom meets it |
|---|---|---|---|
| Design | Use research and exploration, such as the study of different cultures, to identify and understand user needs | Partly | Designing for people and investigation with primary and secondary data are GCSE lessons. They can be used at KS3 but are not written for it. Study of different cultures is not a taught activity. Designing for peopleInvestigation, primary and secondary data |
| Design | Identify and solve own design problems; reformulate problems given to them | Not yet | Not taught explicitly. |
| Design | Develop specifications to inform design | Partly | Design strategies and design briefs appear in the GCSE designing principles unit. Design strategies |
| Design | Approaches such as biomimicry and user-centred design to generate ideas and avoid clichés | Partly | Design strategies covers user-centred design. Biomimicry is not covered. Design strategies |
| Design | Communicate ideas with annotated sketches, detailed plans, 3D and mathematical modelling, oral and digital presentations | Covered | KS3 bridge lesson on communicating design ideas, the Drawing lab and 3D visual tools. KS3 bridge: Communicating design ideasCommunication of design ideas |
| Make | Select and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture | Partly | Tools, equipment, techniques and finishes is a GCSE lesson. Computer-aided manufacture is not taught as a hands-on skill. Tools, equipment, techniques and finishes |
| Make | Select from a wider, more complex range of materials, components and ingredients | Covered | KS3 bridge on materials and their properties, then GCSE material lessons. KS3 bridge: Materials and their propertiesPapers and boardsTimbersMetals and alloysPolymersTextiles |
| Evaluate | Analyse the work of past and present professionals | Partly | The work of others is a GCSE lesson. The work of others |
| Evaluate | Investigate new and emerging technologies | Covered | Unit 1 covers new and emerging technologies. Technology at workSmarter ways to makeTechnology impact challenge |
| Evaluate | Test, evaluate and refine ideas against a specification, taking account of user views | Partly | Testing is built into the labs and the NEA templates. Not taught as a KS3 routine. Beam tester lab |
| Evaluate | Impact on individuals, society and the environment; responsibilities of designers, engineers and technologists | Covered | Sustainability, ecological and social footprint, and the six Rs. Designing for a sustainable futureEcological and social footprintThe six Rs |
| Technical knowledge | Properties of materials and performance of structural elements | Covered | KS3 bridge on forces, levers and structures; GCSE forces and stresses. KS3 bridge: Forces, levers and structuresForces and stresses |
| Technical knowledge | More advanced mechanical systems that change movement and force | Covered | KS3 bridge on motion and mechanisms; GCSE mechanical devices; Robot studio. KS3 bridge: Motion and mechanismsMechanical devices |
| Technical knowledge | Advanced electrical and electronic systems with heat, light, sound and movement as inputs and outputs | Covered | KS3 bridge from simple circuits to systems; electronic systems processing. KS3 bridge: From simple circuits to systemsElectronic systems processing |
| Technical knowledge | Computing and electronics to embed intelligence: sensors, actuators, microcontrollers | Partly | Sensors, processing and outputs are taught as theory. Programming a microcontroller is not covered. Electronic systems processing |
| Cooking and nutrition | Principles of nutrition and health; cook a repertoire of savoury dishes; range of techniques; source, seasonality and characteristics of ingredients | Partly | Food lessons are written for GCSE Food preparation and nutrition. Nutrition and provenance are covered at that level. There is no KS3 cooking repertoire. MacronutrientsFood provenance and sustainabilityPractical skills and technical challenge |
GCSE design and technology: DfE subject content
The DfE document sets a single technical principles section with material categories, plus designing and making principles. Exam boards turn it into their own specifications, which our specification map covers. Rows here follow the DfE document only.
| Strand | What the programme or subject content asks for | Rating | How DT Classroom meets it |
|---|---|---|---|
| Technical principles | Impact of new and emerging technologies, including ethical and environmental evaluation | Covered | Unit 1. Technology at workDesigning for a sustainable futureTechnology impact challenge |
| Technical principles | Energy generation and storage | Covered | Unit 2. Energy generationEnergy storage |
| Technical principles | Modern and smart materials, composites and technical textiles | Covered | Unit 2. Modern materialsSmart materialsComposite materials and technical textiles |
| Technical principles | Electronic systems: sensors, control devices and outputs; programmable components | Partly | Sensors, control and outputs are covered. Programmable components are covered in theory only. Electronic systems processingElectronic systems: sources, origins and properties |
| Technical principles | Mechanical devices that change movement, force and direction | Covered | Unit 2. Mechanical devices |
| Material categories | Papers and boards; timber; ferrous and non-ferrous metals; thermoforming and thermosetting polymers; natural, synthetic, blended and mixed fibres, woven, non-woven and knitted textiles | Covered | Unit 3 and the five material pathways (Unit 5). Papers and boardsTimbersMetals and alloysPolymersTextiles |
| In-depth knowledge | Sources, origins, properties, ecological and social footprint | Covered | Pathway lessons 1 for each material, and Unit 4. Ecological and social footprintTimber: sources and origins |
| In-depth knowledge | Factors that influence material selection | Covered | Unit 3 challenge and Unit 7. Unit challenge: choosing materialsSelection of materials and components |
| In-depth knowledge | Forces and stresses; reinforcement and stiffening | Covered | Unit 4. Forces and stressesImproving functionality |
| In-depth knowledge | Stock forms, types and sizes; calculating quantities | Partly | Material management covers quantities. Check stock forms against your classroom practice. Material management |
| In-depth knowledge | Manufacturing processes for different production scales | Covered | Unit 4 and pathway lesson 3 for each material, plus the Factory studio. Scales of productionTimber: commercial manufacturing |
| In-depth knowledge | Specialist shaping, fabrication and assembly; surface treatments and finishes | Covered | Pathway lessons 2 and 3, and Unit 7. Working with timbersSurface treatments and finishes |
| Designing and making | Identify user needs from primary and secondary data; write briefs and specifications | Covered | Unit 6. Investigation, primary and secondary data |
| Designing and making | Study of past and present professional work | Covered | Unit 6. The work of others |
| Designing and making | Design strategies, such as collaboration, user-centred design and systems thinking | Covered | Unit 6 and systems approach to designing. Design strategiesSystems approach to designing |
| Designing and making | Communicate and justify ideas with drawings, diagrams, models and digital tools | Covered | Unit 6. Communication of design ideas |
| Designing and making | Accurate marking out, tolerances, minimising waste; specialist tools including digital design and manufacture | Covered | Unit 7. Digital manufacture is taught as knowledge, not as machine practice. TolerancesMaterial managementTools, equipment, techniques and finishes |
| Prototype | Design and make at least one fit-for-purpose prototype from a student-developed brief (paragraph 7) | Partly | NEA planning, depth and teacher tools are provided. The prototype is made in the classroom, so we support it but do not deliver it. NEA templates and teacher tools |
| Mathematics and science | Appendix 1: arithmetic, data, graphs, geometry; SI units, life cycle assessment, corrosion, alloys, forces, levers and gears | Partly | Maths and science appear inside lessons and labs. There is no separate page that maps them yet. Measure tolerance labScales cost lab |
Programme of study text is Crown copyright, used under the Open Government Licence v3.0 as a reference only. We summarise it in our own words and do not reproduce the document. Programme of study example content in square brackets is non-statutory, so schools are not required by law to teach it.