Design and Technology

Intent

At Walmley Junior School, Design and Technology creates opportunities for children to take risks, be resourceful and become innovative thinkers. Developing greater resilience, confidence and a good level of practical skills is of great importance and relevant to everyday life. Through Design and Technology, we want children to learn the importance of working collaboratively as part of a team, developing cooperation, communication and respect for others’ ideas as they plan, create and evaluate shared projects. 

We also want children to be knowledgeable and have an appreciation of how the world around them has been shaped and has changed over time through advances in design and technology. Furthermore, children should be able to problem solve, taking inspiration from famous designers, architects, chefs and engineers who have developed ground-breaking products.  

 Implementation

Design and Technology is led by a subject leader who has knowledge and a passion for the subject and expertise for their particular area of responsibility. The National Curriculum is at the core of what we do and we chose to create a bespoke scheme of work as we could not find a commercial scheme which matched our intentions. Our scheme of work is strongly rooted in an iterative process of the four elements: designing, making, evaluating and applying technical knowledge. We recognise the need for a clear path of progression, which underpins the whole curriculum design, and have researched a variety of planning models (e.g. Design and Technology Association) to ensure the curriculum matches our needs. Through comprehensive planning, we have created a robust in-house system which gives us huge flexibility in selecting activities with the opportunity for cross curricular links and for developing transferable skills, particularly in subjects such as Science, Art, Maths and History. Over the key stage, skills are taught discretely or in combination, depending upon the nature of the task. Our detailed progression map ensures breadth and depth of development through intelligent repetition building upon prior learning, and are encouraged to use subject specific vocabulary. The importance of the subject within the school is evidenced by an established expectation of the number of discrete sessions to be taught throughout the year and a timetable establishing in which terms the sessions take place. Lessons are usually delivered within ‘blocks’, giving pupils longer to solve problems, make connections and immerse themselves in their work. Pupils often achieve better outcomes and a real sense of achievement when they can see a finished product after several days instead of weeks.  

An assessment system based on Age Related Expectations (ARE) has been established with clear criteria for judgements to be made against. The subject leader reviews planning across all year groups to ensure National Curriculum objectives are met and the curriculum is delivered to a high standard. Evidence folders are monitored and reviewed throughout the year and feedback given to staff. 

The value we place on Design and Technology is evidenced with a bespoke Technology room. This is well-resourced with equipment and is often mentioned as a highlight for many children within our pupil voice questionnaires.  

There is a wide range of equipment and tools, which enable children to complete practical tasks with increasing independence.  Imaginations are stimulated and skills are developed across year groups as children produce a range of products from wooden photograph frames with Jinks joints in Year 3, to moving toys using a cam mechanism in Year 5. The Year 6 project pulls together all the skills taught as children design and make a fairground ride including motors and a pulley mechanism. 

In order to develop greater knowledge and appreciation of key individuals and designs throughout history, a set of resources has been carefully selected and created to support staff when delivering high-quality lessons. Pupils in every year group learn about specific chefs, engineers, designers, scientists, artists and architects on a termly basis.  

Impact

By the end of Key Stage 2, all children have a good level of practical skills and technical knowledge that are relevant and can be used in their everyday lives. They should be able to solve problems, think in innovative ways and show resourcefulness in a range of situations. 

We aim for children to leave Walmley Junior School with a greater awareness of future careers that are linked to Design and Technology and use this knowledge when considering their own aspirations and career choices. 

Progression of Skills