Design and Technology

Design and Technology Curriculum: Intent

At Blakenall Heath Junior School, we recognise the importance of design and technology in nurturing creative thinking, problem-solving skills and knowledge of the world around us. Through our design and technology curriculum, we aim to foster enthusiasm, curiosity and a deep understanding of the subject among our pupils. Our intent is to provide a broad and balanced design and technology education that enables pupils to develop their creativity, technical skills and the ability to evaluate their own work and that of others. We strive to inspire our pupils to become confident designers, innovators and responsible consumers who can contribute to a sustainable future.

Design and Technology Curriculum: Implementation

To achieve our intent, we have developed a design and technology curriculum that is broad, balanced and progressive. The implementation of our design and technology curriculum content involves the following key strategies:

1. Curriculum Design and Sequencing

Our design and technology curriculum is carefully designed and sequenced to ensure progression and depth of learning. It is fully aligned with the national curriculum and takes into account the specific needs and interests of our pupils. We ensure that pupils are exposed to a wide range of design contexts, materials, tools and processes, enabling them to develop a rich understanding of the subject. Our curriculum is structured into topics that form part of our wider Creative Curriculum. Each year, our pupils cover a variety of areas including construction, mechanism, woodwork, sewing and textile and cooking and nutrition skills.

2. Real-World Contexts and Problem-Solving Opportunities

We believe in providing our pupils with real-world contexts and problem-solving opportunities in design and technology. Through engaging projects and challenges, pupils are encouraged to think imaginatively, identify and define problems, explore and generate innovative ideas and develop effective solutions. We make connections to real-life applications of design and technology, learning about experts from relevant industries.

3. Practical Skills Development

Practical skills development is a core aspect of our design and technology curriculum. Pupils have regular opportunities to work with a range of materials, tools and equipment to create high-quality products that meet an agreed design criteria. We ensure that pupils become proficient in using a variety of processes, techniques and technologies. Across Years 3 to 6, pupils learn to use CAD software, design and create prototypes and understand and use traditional handcrafting techniques. Our curriculum content provides a well-rounded approach to skill development, fostering creativity and craftsmanship.

4. Linking with Other Subjects

We actively seek opportunities to integrate design and technology with other subjects. Our interdisciplinary approach allows pupils to apply their design and technology knowledge and skills in meaningful contexts across the curriculum. For example, they may explore the links between design and technology and mathematics when considering measurements, shape and proportion. Similarly, they may connect design and technology with science, art, history and geography, enhancing their understanding of how these disciplines interact and complement each other.

5. Inclusive and Adapted Provision

At Blakenall Heath Junior School, we ensure that our design and technology provision is inclusive and adapted to meet the individual needs and interests of all pupils. We provide a supportive and nurturing environment where all pupils are encouraged to participate and succeed, regardless of their ability. We adapt teaching methods, resources and outcomes to cater to different learning styles, allowing every pupil to engage meaningfully in their design and technology activities.

6. Assessment, Feedback and Reflection

As staff we use a range of strategies in order to ensure our pupil’s meet age related expectations.  Our assessment strategies for design and technology are formative and embedded within the teaching and learning process. We use a variety of methods, including peer and self-assessment, to enable pupils to evaluate their own work and the work of others. Teachers provide timely and specific feedback that helps pupils understand their strengths and areas for improvement, driving them towards personal growth and development. Pupils also take part in pre and post learning quizzes at the beginning and end of each topic. This enables staff to assess their understanding as well informing future planning and delivery.

Design and Technology Curriculum: Impact

The impact of our design and technology provision is evident in the achievements and progress of our pupils. Through our intent and implementation, we ensure that our pupils:

• Develop a deep knowledge and understanding of design and technology concepts, processes and applications.
• Acquire practical skills, techniques and the ability to use appropriate tools and technologies confidently.
• Demonstrate creativity, imagination and the ability to generate and communicate innovative ideas.
• Engage in critical thinking, problem-solving and evaluation of their own work and that of others
• Gain inquisitiveness, curiosity and an appreciation of the wider impact of design and technology on individuals, societies and the environment.
• Exhibit resilience, perseverance and adaptability when faced with design challenges and the opportunity to find solutions.
• Show enthusiasm, motivation and a genuine passion for design and technology.

Our design and technology provision equips our pupils with the necessary skills, knowledge and attitudes to succeed in the ever-changing technological landscape whilst also nurturing their creative abilities and fostering a lifelong love for design and innovation.

If you want further information about the curriculum content your child is covering please  speak to your child's class teacher or call the school office to arrange an appointment to see the subject leader, Mrs F Harris.