Applying Computing in

D&T at KS2 and KS3:

the 2014 National Curriculum
requirements
Introduction
The purpose of this guidance is to help primary and secondary
teachers in England introduce the National Curriculum
2014 requirements that link computing with design and
technology (D&T).

It explains in general terms how the two subjects are related and then focuses
on the application of computing in design and technology to program and
control physical systems in KS2 and KS3.

The guidance sets out:

The nature of D&T education and computing education

Points of overlap between the two subjects in the 2014 National Curriculum
requirements

Guiding principles for curriculum planning, teaching and learning

A rationale for linking computing and D&T in order to teach programming and
control

Progression in pupils’ learning in programming and control

1 Royal Academy of Engineering

 Image
Applying Computing in D&T at KS2 and KS3: the 2014 National courtesyrequirements
Curriculum 2
of Data Harvest
The nature of D&T education and
computing education
D&T and computing are based on principles and ways of working that are unique but complementary.

Design and technology

At the heart of D&T is the ‘iterative’ process of Authenticity – pupils should design and make
designing and making. Through this process pupils’ products that are believable, real and meaningful to
ideas are generated, externalised, communicated themselves and others.
and evaluated through action. During an iterative
process thought leads to action, resulting in further Every design and technology project should include,
thought and action as pupils resolve design problems to a greater or lesser extent, all of the D&T principles.
and address design opportunities. This is an intensely
A star diagram can be used to rate the potential of
creative, reflective, evaluative way of working.
D&T projects during curriculum planning and when
To ensure a genuine design and technological evaluating the quality of teaching and learning.
experience, iterative designing and making should
take place within projects which address the User
following principles, agreed by the Expert Subject 5

Advisory Group (ESAG) for D&T: 4

Design 3
Purpose
User – pupils should have a clear idea of who they decisions
2

are designing and making products for, considering 1

their needs, wants, values, interests and preferences. 0

The intended users could be themselves or others,

an imaginary or story-based character, a client, a
Functionality Innovation
consumer or specific target group.
Purpose – pupils should be able to clearly
Authenticity
communicate the purpose of the products they
are designing and making. Each product they
create should be designed to perform one or more
Example
defined tasks. Pupils’ products should be evaluated
through use.
User
Functionality – pupils should design and make 5

products that work/function effectively in order to 4

fulfil users’ needs, wants and purposes. Design

decisions
3
Purpose
2

Innovation – when designing and making, pupils 1

need some scope to be original with their thinking. 0

Projects that encourage innovation lead to a range

of design ideas and products being developed and
Functionality Innovation
are characterised by engaging open-ended starting
points for learning.
Design decisions – pupils need opportunities to
Authenticity

make their own design decisions. Making design

decisions allows pupils to demonstrate their creative,
technical and practical expertise, and draw on
learning from other subjects. Through making design
decisions pupils decide on the form their product will
take, how their product will work, what task or tasks
it will perform and who the product will be for.

3 Royal Academy of Engineering

Computing
At the heart of computing is ‘computational Abstraction (removing unnecessary detail) –
thinking’. abstraction is about simplifying things; identifying
what is important without worrying too much about
Computational thinking embodies the set of mental the detail. Abstraction allows us to manage
skills that convert complex and perhaps partially complexity. We use abstractions all the time! Famous
defined problems into solutions which can be solved examples would include the London Tube Map
by a computer. Computational thinking includes the or even a school timetable which only captures
following concepts: information such as who is taught what subject
Logic (predicting and analysing) – logical reasoning where and by whom, but leaves to one side further
helps us explain why something happens. It helps layers of complexity, such as the learning objectives
us predict what will happen and then explain an and activities planned in any individual lesson.
outcome. If you set up two computers in the same Evaluation (making judgements) – evaluation
way, give them the same instructions (the program) is about making judgements, in an objective and
and the same input, you can pretty much guarantee systematic way where possible. In computer
the same output. Thus computers are predictable, science, evaluation is systematic and rigorous;
they really are! Because of this pupils should use it is about judging the quality, effectiveness and
logical reasoning to predict what an algorithm, efficiency of solutions, systems, products and
program or computer system will do and to detect processes. Evaluation checks that solutions do the
and correct errors in algorithms and programs. job they are designed to do and are fit for purpose.
Algorithmic thinking (making steps and rules) – Each aspect is best realised through designing,
an algorithm is a sequence of instructions or a set implementing and debugging a solution to a known
of rules to get something done. There are plenty problem but are also seen when applied to theoretical
of algorithms that will accomplish the same goal. aspects of computer science as well and will enable
All pupils should be given opportunities to develop pupils to better conceptualise and understand their
algorithms to solve problems, consider alternative digital world.
algorithms to solve the same problem and consider
most appropriate algorithms for a given situation.

Decomposition (breaking down into parts) – the

process of breaking down a problem into smaller
manageable parts is known as decomposition.
Decomposition helps us solve complex problems and
manage large projects.

Patterns (spotting and using similarities) –

patterns are everywhere, for example, we use
weather patterns to create weather forecasts;
children might notice patterns in how teachers
react to their behaviour to work out how to behave
next time. By identifying patterns we can make
predictions, create rules and solve more general
problems. In computing, the method of looking for
a general approach to a class of problems is called
generalisation.

Applying Computing in D&T at KS2 and KS3: the 2014 National Curriculum requirements 4
5 Royal Academy of Engineering
National Curriculum requirements
The 2014 National Curriculum requires schools to link computing with D&T. The Purpose of Study for each
subject makes this clear:

Design and technology

Design and technology is an inspiring, rigorous and At KS3 pupils should:
practical subject. Using creativity and imagination,
pupils design and make products that solve real ‘develop and communicate design ideas using …
and relevant problems within a variety of contexts, 3-D and mathematical modelling, … and digital
considering their own and others’ needs, wants and presentations and computer-based tools’
values. They acquire a broad range of subject
‘select from and use specialist tools, techniques,
knowledge and draw on disciplines such as
processes, equipment and machinery precisely,
mathematics, science, engineering, computing
including computer-aided manufacture’
and art. Pupils learn how to take risks, becoming
resourceful, innovative, enterprising and capable ‘investigate new and emerging technologies’
citizens. Through the evaluation of past and present
design and technology, they develop a critical ‘apply computing and use electronics to embed
understanding of its impact on daily life and the wider intelligence in products that respond to inputs
world. High-quality design and technology education [for example, sensors], and control outputs
makes an essential contribution to the creativity, [for example, actuators], using programmable
culture, wealth and well-being of the nation. components [for example, microcontrollers]’

In the Subject Content for D&T there are

requirements that link the two subjects. Please
note that in D&T there are no KS1 requirements for
programming and control.

At KS1 pupils should:

‘generate, develop, model and communicate

their ideas through … where appropriate,
information and communication technology’

At KS2 pupils should:

‘generate, develop, model and communicate

their ideas through … computer-aided design’

‘apply their understanding of computing to

program, monitor and control their products’

Applying Computing in D&T at KS2 and KS3: the 2014 National Curriculum requirements 6
 Computing
A high-quality computing education equips pupils At KS2 pupils should:
to use computational thinking and creativity to
understand and change the world. Computing ‘design, write and debug programs that
has deep links with mathematics, science, and accomplish specific goals, including controlling or
design and technology, and provides insights simulating physical systems; solve problems by
into both natural and artificial systems. The decomposing them into smaller parts’
core of computing is computer science, in which
pupils are taught the principles of information and ‘work with various forms of input and output’
computation, how digital systems work, and how to
‘use logical reasoning to explain how some simple
put this knowledge to use through programming.
algorithms work and to detect and correct errors in
Building on this knowledge and understanding,
algorithms and programs’
pupils are equipped to use information technology
to create programs, systems and a range of content. ‘design and create a range of programs, systems
Computing also ensures that pupils become digitally and content that accomplish given goals’
literate – able to use, and express themselves
and develop their ideas through, information and At KS3 pupils should:
communication technology – at a level suitable for
the future workplace and as active participants in a ‘design, use and evaluate computational
digital world. abstractions that model the state and behaviour
In the Subject Content for Computing there are of real-world problems and physical systems’
requirements related to D&T. ‘use two or more programming languages, at
At KS1 pupils should: least one of which is textual, to solve a variety of
computational problems; make appropriate use
‘generate, develop, model and communicate of data structures; design and develop modular
their ideas through … where appropriate, programs that use procedures or functions’
information and communication technology’
‘understand simple Boolean logic and some of its
‘understand what algorithms are; how they are uses in circuits and programs’
implemented as programs on digital devices;
‘understand the hardware and software
and that programs execute by following precise
components that make up computer systems, and
and unambiguous instructions’
how they communicate with one another and with
‘create and debug simple programs’ other systems’

‘use logical reasoning to predict the behaviour

of simple programs’

‘use technology purposefully to create,

organise, store, manipulate and retrieve digital
content’

7 Royal Academy of Engineering

Curriculum planning, teaching
and learning
The following criteria should be used to guide curriculum planning, teaching
and learning.

Effective links between computing and D&T:

enhance the quality of teaching and learning in both subjects

provide a natural overlap in pupils’ learning

maintain the distinctive nature of both computing and D&T

match learning in the same year groups in both subjects

use the same approach to developing and applying computational thinking in

both subjects

use the same resources in both subjects, where appropriate

make sense to pupils, enabling them to make connections between topics and
subjects and see the bigger picture

Programming and control – why link

computing and D&T?
Through programming and controlling physical systems, D&T offers
real, relevant and practical contexts for pupils to develop and apply both
computational thinking and coding skills. Creating programs in order to control
products that pupils have designed and made themselves is a highly motivating,
tangible experience, enabling them to test out and develop their capability in
computer science within a range of authentic contexts.

The application of computer science enhances learning in D&T by challenging

pupils to improve the effectiveness of their products. Importantly, it has the
potential to ensure that what pupils design and make in the classroom reflects
the design and technology they encounter in the wider world – at home, in
school, in the local community and in industry.

As part of everyday life, pupils come into contact with hi-tech products that are
controlled by computers, including embedded microprocessors. Both computing
and D&T should build on these experiences if they are to prepare pupils
adequately for later life.

Applying Computing in D&T at KS2 and KS3: the 2014 National Curriculum requirements 8
9
Image courtesy
Royal of of
Academy Data Harvest
Engineering
Examples of programming and
physical control
Example of effective teaching and Example of effective teaching and
learning in KS1: learning in KS2:
In computing, Y1 pupils are introduced to a In computing, Y5 pupils are given a challenge to
programmable toy, such as the Bee-Bot. They create an automated night light for a younger
are first given an opportunity to find out how child. They design an algorithm, perhaps drawing
the toy works by tinkering with it, using logical a set of labelled diagrams or storyboard of
reasoning to build an understanding of how what the night light will do. They then use their
the programming language for the toy works. algorithm to create an on-screen prototype.
They are then given a challenge to solve, such They use a block-based programming language,
as requiring the toy to navigate between two such as Scratch, to write and debug their
places. Pupils then create an algorithm to solve prototype. In doing this they learn how to design,
the challenge, e.g. move forward 2, right turn, write and debug programs using sequence,
move forward 3. The algorithm is much like a selection ‘if… then’ statements, and repetition.
plan. Pupils test out their algorithm by physically They then use what they have learned from
their prototype to modify their algorithm and
tracing out the route, predicting what will
use their improved design to help them build a
happen. They then use their algorithm to help
physical system. For example, they might use a
them actually program the toy. They use the keys
Crumble interface, which uses a Scratch-inspired
on the toy to program the commands e.g. fwd
programming language to connect, program
command, fwd command, right command, fwd
and control input devices such as switches and
command, fwd command, fwd command. When
sensors, and output devices such as bulbs and
the program runs, pupils debug the program,
buzzers, replacing their on-screen prototype
fixing any errors and evaluating whether they with a physical system.
met the challenge set.
In D&T, the same class design and make
Examples of challenges might include moving manually-controlled, battery-powered night
the toy to a named person in a circle, creating lights with a specific user and purpose in mind.
a times tables mat and moving the toy from a To inform their design decisions, they investigate
question to the correct answer, travelling to a range of components including switches,
and stopping at a particular target on the floor, bulbs and light emitting diodes (LEDs), as well as
demolishing a construction kit tower and finding applying an understanding of how night lights
and collecting treasure (using a magnet and are controlled through electrical systems that
paper clips). For each activity, pupils design an incorporate an input, process and output.
algorithm, predict what will happen, press keys
to write the program, make observations and Pupils are challenged by their teacher to think
debug, modify and evaluate their algorithms about how their night lights could be improved
and programs. for the benefit of the intended user by using
the knowledge and skills they have learnt in
computing. They suggest that their night lights
could work automatically, by programming them
to turn on at dusk and off at dawn, as well as
switching on and off in a repeating pattern to
amuse the intended user before going to sleep.
The pupils connect a Crumble interface to a
light dependent resistor (LDR) and to the bulbs
or LEDs in their night lights, and apply their
understanding of computing to program, monitor
and control their products.

N.B. In the primary classroom, light emitting

diodes (LEDs) with internal resistors should be
used.

Applying Computing in D&T at KS2 and KS3: the 2014 National Curriculum requirements 10
The crumble
interface uses
a ‘Scratch-like’
programming
language for
controlling
physical objects

Example of effective practice

in KS3:
In D&T, pupils are set the task to In computing, pupils learn to
design and make a prototype board programme using Picaxe, writing
game which contains ‘intelligence’ – code and building on their previous
it is able to sense the player’s pieces programming of devices using icon
on the board and at random creates based software. They develop the
lighting or sound effects which skills which are then used in D&T
contribute to the playing of the game. lessons to develop and test the
They explore games already available program required to operate the
and decide who their game is for. They game board as described in their
use 2D/3D computer-aided design specification.
(CAD) packages in order to develop
designs for component parts e.g.
counters/players and the board and
use computer aided manufacturing
(CAM) including 3D printers to make it.
They build in sensor triggers (input)
and LEDs, speaker/transducer
(output) which are connected to a
printed circuit board including a PIC
chip that they assemble.

11 Royal Academy of Engineering

Progression in pupils’ learning in
programming and physical control
KS1 – computing only programmed when connected to a desktop,
laptop computer or mobile device. The
Pupils should know how to create and debug application of pupils’ computing knowledge
simple programs using a digital devices such and skills should focus on physically controlling
as a programmable toy. They understand that ‘output’ devices, such as bulbs, buzzers, electric
the toy does what is expected when it is given motors and light emitting diodes (LEDs). They
one or more precise instructions in the correct learn to use a graphical programming language
sequence. They use logical reasoning to predict to control a single output device by turning it on
what the toy will do. They understand that how and off according to the algorithm they designed
far the toy moves and the direction it turns and a sequence of instructions or rules. This can
are determined by the instructions they enter be developed by pupils controlling more than one
and that it stores instructions. When creating a output device at the same time, such as a two
program for a simple programmable toy, pupils motors, a number of LEDs, a bulb and a buzzer.
start to learn about algorithms. As they plan the As pupils develop more complex algorithms, the
solution they jot down the route, then test this idea of repetition should also be introduced so
out and implement it by programming their toy. that sequences of instructions can be repeated.

Early KS2 – computing and D&T N.B. In the primary classroom, light emitting
diodes (LEDs) with internal resistors should be
Pupils should know how to program a computer used.
to control products they have designed and
made. This can be achieved either with a Late KS2 – computing and D&T
stand-alone computer control box, an interface
connected to a desktop or laptop computer or Pupils should know how to program a computer
by using a programmable controller embedded to monitor changes in the environment and
in their product. Programmable controllers are control their products. They should develop

Image courtesy
of IET Lego FIRST
League

Applying Computing in D&T at KS2 and KS3: the 2014 National Curriculum requirements 12
Image courtesy
of VEX Robotics

an understanding of ‘monitoring’ as well Early KS3 – computing and D&T

as control and the idea of ‘input’ as well as
‘output’. The application of pupils’ learning Pupils should understand how more advanced
from computing should focus on using input electrical and electronic systems can be
devices such as switches and sensors. They powered and used in their products. They should
learn that it is possible to connect input devices develop their programming skills to control
such as light dependant resistors (LDRs), reed devices that they have constructed using kits,
switches, push-to-make switches, pressure such as robots built with Lego, using more
pads and toggle switches to an interface. By sophisticated routines including selection (if…
the introduction of an input which controls the then) using a graphical programming language.
output, pupils develop an understanding of They should develop their ability to assemble
selection, ‘if…then’ logic. They design algorithms systems on printed circuit boards (PCBs)
using selection and implement these as using specialist electronic equipment such as
they control and monitor products they have soldering irons and incorporating programmable
designed and made. Pupils need to keep track of components such as PIC chips. They will build
state of their product, such as whether a bulb is and develop products that incorporate systems
on or off; in doing this they are introduced to the that make use of for example, sensors to detect
use of variables. heat, light and sound, and control movement
using simple actuators such as motors.

Late KS3 – computing and D&T

Pupils should develop their ability to assemble
more complex systems on PCBs that they have
designed and tested using electronic PCB
design simulation software and assembled on
boards they have produced themselves. They
develop their ability to apply computing and use
electronics to embed intelligence in products
that respond to inputs, using microprocessors
they program using text-based languages. They
apply the concepts of feedback in systems and
how to control outputs such as actuators and
motors, including stepper motors, for instance
in the programming of pre built models or
robots constructed from kits such as the system
produced by VEX.

13 Royal Academy of Engineering

Glossary of technical terms

See: www.teachprimarycomputing.org.uk/glossary

For D&T terminology see

https://www.data.org.uk/media/1123/annotated-programme-of-study.pdf

Possible hardware and software for

programming and physical control

https://www.data.org.uk/media/1446/resources-for-programming-and-
control.pdf

Image courtesy
of TTS

Applying Computing in D&T at KS2 and KS3: the 2014 National Curriculum requirements 14
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