DESIGN & TECHNOLOGY

INTENT: I can investigate designs and architects of earthquake-proof structures. 

IMPLEMENTATION: We researched features that can increase the strength of a structure and explored the work of a range of architects. Children created their own structure, which needed to support a small Blu-Tak model. Using this research and their evaluations of their structures, children then began to design their prototypes. 

IMPACT: Children understand that certain design features increase the strength of a structure: triangulation, shock absorbers, cross bracing and layering. In groups of three, children created designs for their structure prototypes.

INTENT: I can make and test a prototype structure to withstand earthquake conditions.

IMPLEMENTATION: Children to construct a structure out of straws, tape and blu-tac, focussing on securing the joins and strenghtening the structure by using triangulation, bracing or cross-bracing. 

IMPACT: Children can make a prototype structure and test its effectiveness in earthquake conditions, reflecting on the strength or weaknesses of their design. 

INTENT: To make a structure, using a sawing skill. 

IMPLEMENTATION: Using everything they have researched and discovered when constructing their prototype, children created their final earthquake-proof structure using wood, card and glue guns.  Their design criteria was:

- it must hold as much weight as possible.

- it must be between 15cm and 40cm tall.

- it must have 2 storeys.

- it must survive 10 seconds in an earthquake (the weights must stay on the building).

- it must include a circuit.

IMPACT: Children were able to measure the lengths of wood accurately, use saws to cut wood and glue guns to carefully attach the wooden lengths together. 

INTENT: To test a structure and to evaluate its effectiveness and strength. 

IMPLEMENTATION: Children attached weights to their structures and each one was tested in a 'mock earthquake' (their teacher shaking a chair that the model is on). After their structure had been tested, children evaluated their model against the success criteria:

- it must hold as much weight as possible.

- it must be between 15cm and 40cm tall.

- it must have 2 storeys.

- it must survive 10 seconds in an earthquake (the weights must stay on the building).

- it must include a circuit.

IMPACT: Chidlren could explain how successful their earthquake-proof structure was, using the success criteria to evaluate it. 

INTENT: I can look at a range of fairground rides and investigate how they move. 

IMPLEMENTATION: To start our fairground ride topic, we explored a range of fairground rides and watched some in action. We also learnt about Frederick Savage, who invented the first ever steam-powered fairground ride. Children then selected a ride to focus on, drawing a diagram of it and discussing:

• how it moves;

• what makes it a stable structure;

• where the riders are sat; 

• where the circuit that powers the ride is located; 

• and where the motor is located, as well as what it is actually moving.

IMPACT: Children could all identify different fairground rides and understood that many of these rides work in rotational movements. 

INTENT: I can create a prototype fairground ride. 

IMPLEMENTATION: Children explored the use of motors to turn fairground rides, including the use of pulleys and belts. They explored different patterns of pulleys and belts and the way that these would affect movement. They then, in groups, constructed a prototype fairground ride using straws and cardboard, as well as a functioning electrical circuit to create movement. 

IMPACT: Children understood how their model fairground rides could be powered and could identify successes and potential improvements of their prototype. 

INTENT: I can design and build a fairground ride. 

IMPLEMENTATION: Using what they learnt from their prototypes, year six created new designs for their fairground rides. They planned their aesthetic design, pulley system and electrical circuit. 

IMPACT: Children could identify how to make their structure secure and discussed the components that they would need to create a pulley system.

INTENT: To know about seasonality of food and whether food is reared, caught or grown.

IMPLEMENTATION: Children discovered where food comes from and how it is produced. 

IMPACT: Children now know what seasonality means and whether food is reared, caught or grown. 

INTENT:  To understand the bread making process and where grain and flour come from. 

IMPLEMENTATION: Children watched how wheat was harvest and turned into flour. They then watched how a basic bread was made. We also learnt about different breads from around the world and why they used the ingredients they have-eg corn bread because corn is gown in Mexico. 

IMPACT: Children now know the process of how grain is turned into flour and how that flour is turned into bread. 

INTENT: To follow a recipe to make a basic bread

IMPLEMENTATION: Children made bread in groups and then cooked it on an open fire using a skewer. 

IMPACT: Children have made their own bread and cooked it in a traditional way. 

INTENT: To evaluate my bread.

IMPLEMENTATION: Children reflected on the process of planning, making and cooking their bread using the above sheet.

IMPACT: Children can reflect and build on their cooking skills.