What learning looks like
Agree a simple purpose and success criteria before building. A grown-up should choose safe tools and supervise food or construction activities.
Teaching is followed by examples, practice and a chance to save written or described practical work. Parents use the separate guide to review submissions.
Year 1: learning in Design and Technology
| Week | Topic and learning goal |
|---|---|
| Week 1 | Design a shelter for a toy Designing begins with a user and a purpose. |
| Week 2 | Make and join a small structure Materials behave differently. |
| Week 3 | Test and improve our shelter A test checks a design against its criteria. |
| Week 4 | Plan a simple fruit dish Food comes from plants or animals. |
Year 2: learning in Design and Technology
| Week | Topic and learning goal |
|---|---|
| Week 1 | Define the user and criteria Explore define the user and criteria and explain your thinking. |
| Week 2 | Model a structure Explore model a structure and explain your thinking. |
| Week 3 | Test one change Explore test one change and explain your thinking. |
| Week 4 | Evaluate and redesign Explore evaluate and redesign and explain your thinking. |
Year 3: learning in Design and Technology
| Week | Topic and learning goal |
|---|---|
| Week 1 | Define the user and criteria Explore define the user and criteria and explain your thinking. |
| Week 2 | Model a structure Explore model a structure and explain your thinking. |
| Week 3 | Test one change Explore test one change and explain your thinking. |
| Week 4 | Evaluate and redesign Explore evaluate and redesign and explain your thinking. |
Year 4: learning in Design and Technology
| Week | Topic and learning goal |
|---|---|
| Week 1 | Turn a user need into design criteria A design begins with someone’s need. |
| Week 2 | Build and compare folded structures Folding card can change stiffness and stability without changing the material. |
| Week 3 | Evaluate and improve a prototype Evaluation compares a prototype with its criteria. |
| Week 4 | Plan a savoury snack safely Food design considers ingredients, their origins, the eater’s needs and a safe sequence. |
Year 5: learning in Design and Technology
| Week | Topic and learning goal |
|---|---|
| Week 1 | Define the user and criteria Explore define the user and criteria and explain your thinking. |
| Week 2 | Model a structure Explore model a structure and explain your thinking. |
| Week 3 | Test one change Explore test one change and explain your thinking. |
| Week 4 | Evaluate and redesign Explore evaluate and redesign and explain your thinking. |
Year 6: learning in Design and Technology
| Week | Topic and learning goal |
|---|---|
| Week 1 | Define the user and criteria Explore define the user and criteria and explain your thinking. |
| Week 2 | Model a structure Explore model a structure and explain your thinking. |
| Week 3 | Test one change Explore test one change and explain your thinking. |
| Week 4 | Evaluate and redesign Explore evaluate and redesign and explain your thinking. |
Year 7: learning in Design and Technology
| Week | Topic and learning goal |
|---|---|
| Week 1 | Write a measurable design specification A specification translates a user need into constraints and measurable success criteria. |
| Week 2 | Model structure and joining decisions A structure’s performance depends on material, geometry and joints. |
| Week 3 | Use test evidence to choose a redesign A design evaluation weighs evidence against priorities. |
| Week 4 | Adapt a recipe within a brief Recipe design combines ingredient function, source, cost and a safe method. |
Year 8: learning in Design and Technology
| Week | Topic and learning goal |
|---|---|
| Week 1 | Define the user and criteria Explore define the user and criteria and explain your thinking. |
| Week 2 | Model a structure Explore model a structure and explain your thinking. |
| Week 3 | Test one change Explore test one change and explain your thinking. |
| Week 4 | Evaluate and redesign Explore evaluate and redesign and explain your thinking. |
Year 9: learning in Design and Technology
| Week | Topic and learning goal |
|---|---|
| Week 1 | Define the user and criteria Explore define the user and criteria and explain your thinking. |
| Week 2 | Model a structure Explore model a structure and explain your thinking. |
| Week 3 | Test one change Explore test one change and explain your thinking. |
| Week 4 | Evaluate and redesign Explore evaluate and redesign and explain your thinking. |
A real activity to discuss
Sketch two pencil-holder ideas, label materials, choose one and give two testable criteria linked to Jo’s need. Note any example, hint or adult help used.
This Year 4 task shows how an activity connects to its learning goal. Each year group uses its own tasks and level of support.
Check understanding and plan the next step
Ask the learner to explain a choice or apply an idea again with less help. Review saved work alongside practice feedback. Completion ticks are not grades, and the first month is not the whole annual subject programme.
Updated 28 October 2026 · Asta Online School
See learning at Asta for details about learning with Asta.