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Design Technology

Design Technology

 

Intent

At Acre Rigg Academy we use the National Curriculum as the basis of our Design and Technology scheme of work.  Through our DT curriculum we aim to inspire our pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation and evaluation.  We want our pupils to develop the confidence to take risks, through drafting design concepts, modelling and testing and to be reflective learners who evaluate their work and the work of others.  Our scheme of work has been designed to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.

Implementation

  • At Acre Rigg Academy, we use Kapow as the basis for our DT teaching.  Teaching staff are able to deliver high quality, captivating lessons using inspiring, visual demonstrations of proven techniques developed in the classroom by top specialists.
  • Curriculum content is organised into five key areas:   Mechanisms, Structures, Textiles, Electrical Systems and Food.  Children are given design briefs and scenarios that require the consideration of others.  Food focuses on specific principles, skills and techniques, including where food comes from, diet and seasonality.
  • This is a spiral curriculum with key areas revisited again and again with increasing complexity, allowing children to revisit and build upon their previous learning.
  • Within each strand there is a clear progression of skills and knowledge, following the process of Design, Make and Evaluate.  This process is underpinned by technical knowledge which encompasses the contextual, historical and technical understanding required for each strand.
  • Lessons are adapted where necessary to meet the needs of pupils including those with special educational needs and disabilities.
  • DT is timetabled for all year groups on a fortnightly cycle. Each unit of work consists of 4 lessons, however, the making aspect may require additional time and a half or full day may be taken for this depending on the unit of work.   

 

 

Impact

Each unit of DT has opportunities built in for both formative and summative assessment.  The assessment of knowledge and skills takes place at the end of each lesson to ensure children fully understand and remember what they have learnt before moving onto the next step in the design process.   Children also take part in a quiz and knowledge catcher which is used to consolidate and assess understanding at the end of each unit.

 

Pupil feedback is always positive about DT and they look forward to those lessons.

 

Long Term Design Technology Map

 

 

 

Autumn

Spring

Summer

Year 3

Textiles:  Cushions

Structures: 

Constructing a Castle

Mechanical Systems:

Pneumatics Toys

Food:  Eating Seasonally

Year 4

Mechanical Systems: Slingshot car

Electrical Systems:  Torches

Structures:  Pavilions

Food:  Adapting a Recipe

Year 5

Electrical Systems:  Electronic Greetings Cards

Textiles:  Stuffed Toys

Structures:  Bridges

Food:  What could be healthier?

Year 6

Textiles:  Waistcoats

Electrical Systems: 

Steady Hand Game

Mechanical Systems:  Automata Toys

Food:  Come dine with me

 

 

 

 

 


'Teach and Inspire; Engage and Enrich'

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