Make
KS1DT-KS1-D002
Selecting and using tools, equipment and materials to build and construct products through practical making activities.
National Curriculum context
The make domain at KS1 develops pupils' practical skills and ability to select appropriate tools and materials for a given task. Pupils learn to handle tools safely and with increasing control, and to choose from a range of materials including construction materials, textiles and food ingredients based on their characteristics and suitability. Making at KS1 is intentionally hands-on and practical, building physical dexterity, problem-solving skills and confidence in working with tools. The domain establishes that making is a skilled activity requiring planning, precision and persistence, and that the quality of the process affects the quality of the outcome.
2
Concepts
1
Clusters
1
Prerequisites
2
With difficulty levels
Lesson Clusters
Use tools safely and apply joining and finishing techniques
practice CuratedSafe tool use (C008) is the prerequisite for joining and finishing (C009): pupils must handle tools correctly before they can execute joins. These two making skills always occur together in practical DT sessions and are naturally co-taught.
Teaching Suggestions (3)
Study units and activities that deliver concepts in this domain.
Moving Pictures (Sliders and Levers)
Design & Technology Design, Make, EvaluatePedagogical rationale
Moving picture books are an engaging first mechanisms project because the end product is immediately functional and satisfying -- the slider moves, the lever lifts, the child sees cause and effect. The project combines Art (illustration) with DT (mechanism) in a natural way. The relatively simple construction (card, split pins, paper strips) is achievable for 5-7 year olds while still teaching genuine mechanical principles.
Puppets
Design & Technology Design, Make, EvaluatePedagogical rationale
Puppet-making introduces textiles at an age-appropriate level. Simple hand puppets or stick puppets require cutting fabric, joining with glue or simple stitching, and decorating. The puppet becomes a functional product with a clear purpose -- performance. This connects DT to English (storytelling), Drama, and Art.
Wheeled Vehicles
Design & Technology Design, Make, EvaluatePedagogical rationale
Making a wheeled vehicle combines structures (the chassis must be rigid) with mechanisms (wheels must rotate freely on axles). The clear success criterion -- does it roll? -- gives immediate feedback. Pupils discover that axle placement, wheel alignment, and chassis rigidity all affect whether the vehicle works. This is problem-solving through making.
Prerequisites
Concepts from other domains that pupils should know before this domain.
Concepts (2)
Tools, Equipment and Safe Making
skill Specialist TeacherDT-KS1-C008
Tools and equipment are the instruments used to cut, shape, join and finish materials during making. At KS1, pupils learn to identify and use a range of appropriate tools including scissors, hole punches, hand saws, needles and mixing equipment, developing control and precision in their handling. Safe use of tools is an essential component of making: pupils must understand and apply basic safety rules for each tool they use, including how to hold it, how to protect themselves and others, and how to store it correctly when not in use.
Teaching guidance
Introduce tools progressively, modelling safe handling before pupils use them independently. Establish clear routines for tool use, storage and carrying in the classroom. Practice specific tool skills in isolation before applying them in a making project. Provide sufficient working space so that pupils are not in danger from one another's tools. Discuss why safety rules exist for each tool through reference to what the tool is designed to cut or penetrate. Offer tools in a range of sizes to accommodate different hand sizes and levels of dexterity.
Common misconceptions
Pupils may rush tool use and lose control, leading to inaccurate cutting or safety risks. Slowing down and demonstrating the value of deliberate, careful tool use is a key habit to establish. Some pupils may not distinguish between tools designed for different materials (e.g. trying to use fabric scissors on card); building tool literacy from the start avoids this.
Difficulty levels
Naming common tools (scissors, hole punch, ruler) and demonstrating safe handling with adult supervision.
Example task
Show me how to carry scissors safely across the classroom.
Model response: I hold the scissors closed with the blades pointing down and my hand over the blades. I walk, not run.
Selecting the correct tool for a task and using it with reasonable control, following safety rules independently.
Example task
You need to cut this fabric and this card. Which tool is best for each?
Model response: I will use fabric scissors for the fabric because they are sharper and designed for cloth. I will use normal scissors for the card. I need to keep my fingers away from the blades and cut on the table, not in the air.
Using a range of tools with increasing accuracy and control, measuring and marking before cutting, and maintaining a safe and organised workspace.
Example task
Measure and cut a piece of card that is exactly 15cm by 10cm. Mark it out first using a ruler and pencil.
Model response: I measured 15cm along the bottom edge and made a mark, then 10cm up the side and made a mark. I used the ruler to draw straight lines connecting the marks. Then I cut carefully along the lines. My piece is 15cm by 10cm.
Delivery rationale
DT making skill — physical tools, material handling, and safety require specialist supervision and technique demonstration.
Joining and Finishing Techniques
skill Specialist TeacherDT-KS1-C009
Joining techniques are methods used to connect materials and components together so that a product holds its shape and structure. At KS1, pupils explore a range of joining methods including adhesives (glue, tape, staples), mechanical fixings (split pins, treasury tags, stitching) and construction techniques (folding tabs, slots). Finishing refers to the processes applied to the surface of a product after it has been assembled, such as painting, colouring or adding surface decoration, to improve its appearance and protect it.
Teaching guidance
Provide a range of joining materials and methods for pupils to test and compare. Pose design challenges that require different joining solutions: what would hold this flap firmly? What would allow this part to move? Teach pupils to consider whether a joint needs to be permanent or temporary. Practise finishing techniques separately before applying them to final products. Discuss why finishing is important in commercial products: protection, aesthetics, branding.
Common misconceptions
Pupils often use excessive amounts of glue, which weakens joints rather than strengthening them. Teaching that the right amount of adhesive applied to the right surfaces makes a stronger joint is a key practical lesson. Some pupils may not understand that different joining methods suit different materials: stitching works for fabric but not card.
Difficulty levels
Joining two pieces of material together using a simple method such as glue or tape.
Example task
Join these two pieces of card together so they stay attached.
Model response: I put glue on the edge of one piece and pressed the other piece onto it. I held them together while the glue dried.
Choosing between joining methods (glue, tape, staples, split pins, stitching) based on whether the join needs to be permanent or temporary, rigid or flexible.
Example task
You want to attach an arm to a puppet so it can move. Which joining method should you use and why?
Model response: I would use a split pin because the arm needs to move. Glue would stick it permanently and it wouldn't swing. The split pin lets the arm pivot at the shoulder.
Using a range of joining and finishing techniques with skill, selecting methods that are appropriate for the materials and the design intent.
Example task
Make a fabric pouch using stitching. Add a decorative finish.
Model response: I used running stitch to join two pieces of felt, keeping my stitches even and close together so nothing falls out. For decoration, I used a contrasting thread to sew a pattern on the front before joining the pieces. The stitching is both functional (holding it together) and decorative.
Delivery rationale
DT making skill — physical tools, material handling, and safety require specialist supervision and technique demonstration.