In today’s educational landscape, connecting different subjects is key to providing a well-rounded learning experience for pupils. Design and technology (D&T) supports the learning of Science and Computing in primary schools by providing a hands-on approach, allowing children to explore these subjects together through shared knowledge and skills, and Design and technology lessons contain elements of Science, Technology, Engineering, and Mathematics (STEM), creating an environment that encourages interdisciplinary connections and a holistic understanding.

Exploring Design and technology as a STEM subject helps pupils develop critical thinking and problem-solving skills by applying science and technology in practical projects. This approach boosts creativity and prepares them for the complexities of the modern world.

Kapow Primary offers the STEM subjects Computing, Design and technology, and Science. This blog will explore how lessons from these subjects can be linked together, offering practical examples and strategies to enhance learning.

Cross-curricular learning in D&T and Science

Cooking and nutrition

Nutrients and balanced diets

In Year 3 Science, pupils explore essential nutrients such as proteins, carbohydrates, fats, vitamins and minerals, learning about their specific functions and benefits. This knowledge is applied in Design and technology during the cooking and nutrition lessons, where pupils select ingredients based on their nutritional content. For instance, they might use vitamin-rich fruits in smoothies or various nutritious ingredients for a healthy wrap. 

Identifying fruits

In Year 1 Design and technology, pupils create smoothies, where they identify fruits based on seeds and learn about their growth process. This aligns with scientific concepts related to plant biology and growth. Understanding the science behind plant growth informs recipe development and ingredient choices when creating recipes.

Electrical systems and circuits

In Year 4 Science, pupils begin their exploration of electricity by learning about simple circuits. This foundational knowledge is crucial as they progress through key stage 2 in Design and technology, where this concept is expanded upon. 

As pupils advance from Year 4 to Year 6, they engage repeatedly with circuit-building activities across various Design and technology units. In Year 4, they build basic circuits; in Year 5, they create circuits with various components; and in Year 6, they learn to recognise different components. This not only deepens their understanding of electrical components and their functions but also enhances their problem-solving skills. Each project allows them to experiment with modifying circuits to discover different outcomes.

Materials

Materials are fundamental to all Design and technology units, and the rationale for selecting specific materials stems from an understanding of their properties, a concept initially introduced in the Science curriculum. From Year 1, pupils begin exploring material properties, which continues into Year 2 with a focus on the everyday uses of different materials. By Year 5, they delve deeper into the properties and changes to materials. This key knowledge enables pupils to make informed decisions about materials in their Design and technology projects.

Science also teaches pupils the vocabulary to describe material properties, enhancing their ability to articulate their choices effectively in Design and technology. This saves time as they learn the fundamentals in Science, allowing Design and technology lessons to focus more on application and project execution. For instance, fabric is chosen for creating pouches in textiles. In Year 3, card is used for creating castle structures, and Year 4 involves selecting materials for frames and cladding based on their suitability and strength.

Forces

Mechanisms

In Design and technology, pupils apply their understanding of forces, specifically pushes, pulls and friction, to develop effective mechanisms. This application is rooted in their early experiences from Year 1, where they explore wheels and axles as a way to understand forces, providing a foundational context for later learning. This exposure to practical applications in key stage 1 sets the stage for the more focused study in the Year 3 Science unit on Forces and magnets. Here, pupils learn about friction and how it affects movement. With this scientific background:

• Year 3: Pupils delve deeper into mechanisms that use pushes effectively.
• Year 4: This knowledge is further applied in designing slingshot cars, where understanding how pushes and pulls work helps reduce friction and improve the cars’ function.

Structures

In Design and technology, understanding how forces affect stability and the ability to carry weight is key in designing structures. This knowledge is developed in the Year 2 Science unit. Pupils engage in activities to test the strength of different materials. This knowledge can be applied in the Design and technology units for:

• Year 2: Explore how the surface area of an object’s base can affect its stability, a principle tested practically in creating stable structures such as Baby Bear’s Chair.
• Year 5: Pupils apply their understanding of force distribution and load-bearing in the construction of bridges, testing different designs to see how they manage weight and stress effectively.

Cross-curricular links between D&T and Computing

Programming and control

In Computing, pupils start by learning coding basics using tools such as Scratch. These lessons teach them about algorithms and how to think logically. 

As pupils progress, they apply these skills in Design and technology, using micro:bit microcontrollers to control various digital products from Year 3 through to Year 6. For example, they program devices for wearable tech, mindful moment timers, and monitoring tools. This hands-on learning helps reinforce children’s coding skills and shows them how programming is used in real-life products.

Computer-aided design (CAD)

In Computing, pupils learn to use CAD software, for example Sketchpad and TinkerCAD, to create digital models. These skills are important for projects that need precise planning, such as making a model weather station or designing a Mars rover. 

Pupils apply this knowledge in our Design and technology digital world units, which are exclusive to our scheme of work in key stage 2. In lower key stage 2, children use Sketchpad as a CAD tool for graphic design. They create graphics for point-of-sale displays linked to products developed during the wearable technology unit and craft a brand identity for their mindful moments timer. In upper key stage 2, TinkerCAD is used for 3D modelling. Children create designs for the case or housing for the micro:bit. They ensure that their designs fit the design criteria set out by the user to create a monitoring device and a navigation tool.

Micro:bit applications

The micro:bit is a key link between Computing and Design and technology, offering interactive and programmable technology for pupils. They start by learning to code in Computing lessons, doing simple tasks and progressing to more complex operations. This sets the stage for using micro:bits in Design and technology projects, such as wearable tech, mindful moment timers, and monitoring tools and for further learning about the micro:bit in in Computing.

In today’s digital world, the integration of STEM learning across subjects such as Design and technology, Science and Computing is essential for equipping children with the skills they need to thrive. Through cross-curricular connections, pupils develop a holistic understanding of complex concepts and enhance their problem-solving abilities, preparing them for the challenges of an increasingly digital society.