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ACES Academies Trust

Design Technology


Why is DT important?  

Our DT curriculum provides pupils with  the technical  knowledge  to  design,  make  and evaluate technical, construction, textile, and food products.   This knowledge enables pupils to create a range of functional and appealing products within a range of relevant contexts for identified audiences.   

How is organised?  

Technical Construction Textile Food

Knowledge of moving parts and electrical components  

Knowledge of cutting, joining and strengthening techniques  

Knowledge of different materials, and sewing and weaving techniques.   

Knowledge of food hygiene, nutrition, healthy eating, seasonality, affordability and cook techniques.   

What is taught and in what order?  

Technical Construction Textile Food

Pinwheels (axel)  - Yr1

Moving Pictures (levers and linkages)*  -Yr3

Games with Electrical Components    (series circuits, switches, buzzers, bulbs, motors)*  - Yr4

Propelled Boats* (rubber bands – motion)   - Yr5

 Viking carts (wheel and axel)*  - Yr2

 Morrison Shelters* (cutting and joining wood, strengthen corners) - Yr 6   

Junk Modelling  -EYFS

Roman Shields*  - Yr1

Weaving Recycled Materials   - Yr2

Hand Puppets   - Yr3

African Batik  - Yr4

Woven Bag   - Yr 5

Eco Fashion - Yr6


Tasting Healthy Food  - EYFS

Healthy Wraps (grate, slice, chop)  - Yr1

Soup (chop, peel)  - Yr2

Pizza and Dough (grate, slice, chop, knead)  - Yr3

Potatoes (grate, slice, chop, peel, mash)  - Yr4

Indian Food (grate, slice, chop, peel, knead, mash)   - Yr5

* denotes a unit which links two or more strands. 

What will this include? What will I see in a lesson?   


  • Using criteria to design functional and appealing products for themselves and/or an identified audience  

  • Producing mock-ups, prototypes, patterned pieces and annotated sketches   

  • Generating, developing, model and communicate ideas  


  • Using a range of tools and equipment   

  • Using a wide range of material and components (construction materials, textile and ingredients/food groups)   


  • Exploring and evaluating existing products  

  • Evaluating ideas and final pieces (including tasting) against design criteria  

  • Considering others’ views in making improvements  

Technical Knowledge    

  • Exploring how products can be made stronger, stiffer, and more stable (choice of materials, axel holders, corners, joints)  

  • Exploring and using mechanisms  

  • Understanding and using electrical systems  

  • Understanding and using food preparation and cooking techniques