Key Stage 3 design and technology · Evaluate

KS3 design and technology: new and emerging technologies

In Key Stage 3, pupils are taught to investigate new and emerging technologies and to understand how developments in design and technology affect people and the planet. Rather than learning a fixed list of gadgets, they learn how to ask good questions about any new technology: how does it work, who benefits, what does it cost, and what might go wrong. That habit is more useful than any single fact, because the technologies themselves keep changing.

New and emerging technologies, explained

An emerging technology is one that is still developing or only starting to be widely used. The curriculum does not name any, so schools choose, and what counts as emerging changes from year to year. Typical topics include smart and modern materials, such as materials that change colour with temperature or light, composites like carbon fibre, and bio-based plastics made from plants. Others include additive manufacturing (3-D printing), robotics and automation, artificial intelligence tools that help with design, renewable energy and battery technology, and connected products that send and receive data. Some have been around for decades but are only now becoming everyday products.

Smart materials are a popular choice for Key Stage 3 because they can be seen working in the classroom. A thermochromic pigment changes colour at a set temperature, so it can show when a mug is too hot. A photochromic material darkens in ultraviolet light, such as sunlight, as in some glasses lenses. A shape memory alloy can be bent out of shape and then return to its original form when warmed. The key idea is that these materials respond to a change in their surroundings without needing a computer to tell them what to do, which is different from a product that has sensors and a programmed controller.

Investigating a technology means more than describing it. Teachers look for pupils who can explain the working principle in simple terms, give examples of where it is used and weigh the advantages against the drawbacks. Pupils are encouraged to look at different groups of people, because the same technology can help one group and harm another. An automated checkout may save a shop money while removing jobs, and a connected thermostat may cut energy use while collecting information about when a home is empty. Environmental claims need the same care: a plastic made from plants may reduce the use of oil, but not all such plastics break down in a home compost heap or can go in household recycling.

Evidence matters too. Pupils learn to ask where information comes from, whether the source gains from the technology succeeding and whether claims like “revolutionary” are backed by anything measurable. They should be able to tell a manufacturer’s advertisement from independent testing. This links to the curriculum’s focus on impact on individuals, society and the environment, which is covered in a separate guide, and to the responsibilities of designers, engineers and technologists, who decide which technologies to use and how.

You do not need to be an expert. What helps most is curiosity and a willingness to question both hype and fear. Teachers are not looking for pupils to predict the future correctly, but for pupils who can explain their reasoning, spot trade-offs and use what they learn when designing.

Words your child will hear

Emerging technology: A technology that is new or still developing and not yet widely used.
Smart material: A material that changes a property, such as colour or shape, when its surroundings change.
Thermochromic: Changing colour as the temperature changes.
Composite: A material made by combining two materials, such as carbon fibre in plastic, to get a stronger, lighter result.
Automation: Using machines or computers to do tasks with little human control.
Sustainable: Able to be made and used without using up resources or harming the environment for future generations.
Trade-off: Accepting a disadvantage in one area to gain an advantage in another.

What the National Curriculum says

The programme of study for Key Stage 3 says:

When designing and making, pupils should be taught to investigate new and emerging technologies
When designing and making, pupils should be taught to understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists

Objectives from the National Curriculum in England, © Crown copyright, used under the Open Government Licence v3.0.

Try it: investigating thermochromic colour change on a baby’s feeding cup

A pupil is asked to investigate an emerging technology and decide whether it should be used on a drinking cup for young children. They choose thermochromic colouring that changes when a drink is hot. How do they investigate it?

Explain how it works in plain words. The cup’s surface contains a special pigment that is one colour when cool and another colour, or colourless, above a set temperature. The pigment responds to heat directly, so no battery is needed.
Say where it is used and who benefits. It is already found on some mugs, baby spoons and bath toys. The main benefit is safety: a child or a carer can see at a glance that a drink is hot, which can help to prevent scalds.

List the drawbacks and the trade-offs, then rank them.

For: no power needed; clear warning
Against: costs more to make; colour can
fade after many washes; not a substitute
for checking the drink’s temperature

Check the evidence. A manufacturer’s claim that the colour is “always accurate” is not enough. A reliable source would report independent tests or the stated temperature at which the colour changes. The pupil notes that the colour changes at the manufacturer’s set temperature, which may not match the temperature that is safe for a young child.
Reach a reasoned judgement and suggest what to do next. The pupil recommends using the pigment as a helpful extra warning, not as the only safety measure, and suggests testing a sample cup with a thermometer under adult supervision.

A good answer explains the working principle, names the benefit and the drawbacks, questions the evidence and ends with a clear recommendation that matches the needs of the user. It does not simply say that the technology is “good” or “bad”.

Common mistakes and how to help

Believing newer technology is always better

Adverts and news stories present new products as improvements, and pupils see their own devices replaced often.

What helps: Ask what the new technology does better and what it does worse. An older design can be cheaper, easier to repair or longer lasting. Comparing two products makes the trade-off plain.

Thinking smart materials are “alive” or need a computer

The word “smart” suggests thinking, and pupils meet it in smartphones and smart speakers, which do contain processors.

What helps: Explain that smart materials respond through their chemistry or structure. A colour-changing mug has no electronics. Contrast it with a connected product that has sensors and a controller.

Assuming that artificial intelligence or robots will simply replace designers

Headlines often describe technology “taking over”, so pupils see it as a replacement and not as a tool.

What helps: Talk about what a human still decides: who the product is for, what is fair and safe, and whether the result is any good. Design tools change the job, but the questions remain.

Believing that emerging technologies are all brand new

News coverage focuses on launches. In fact, some, like shape memory alloys, were developed decades ago and only recently became affordable and common.

What helps: Ask when the idea was first invented and what changed to make it practical, such as cost, size, speed or materials.

How to help at home

Hunt for smart materials. Look for colour-changing mugs, baby spoons, bath toys or glasses lenses that darken in sunlight. Ask your child how they think the change happens and what would make the feature more useful.
Read a technology story critically. Choose a news item about a new gadget or invention and ask who wrote it, who gains if the technology sells, and what evidence is shown. Two questions about the source are enough.
Hold a family debate. Pick one emerging technology, such as delivery robots or self-driving cars. One person argues for and one against, then both swap sides. It builds the habit of weighing benefits and risks.
Trace a product’s history. Ask older relatives to describe how they listened to music, washed clothes or took photographs when they were young. Discuss what technology changed and what was lost or gained.
Keep a ‘what next’ list. Make a short list of problems in your home, such as forgotten keys or a messy hallway, and ask whether a new technology could help, or whether a simple old solution would do better.

Builds on

Key Stage 2: Analysing existing products
Key Stage 2: Design criteria and evaluating work
Key Stage 2: Inventors and designers who shaped the world