'Good buildings come from good people, and all problems are solved by good design.'

Stephen Gardiner.

Intent

The intention of the Design Technology curriculum at Clarendon Junior School is that children are taught to develop an interest in this practical subject in a way that is enjoyable and stimulating. We encourage the children to use creativity and imagination in order to design and make products that solve real and relevant problems. In planning, we actively plan links that draw on their knowledge of other subjects such as mathematics, science and art. We strive to allow pupils to become resourceful, innovative, enterprising and capable citizens.
 
Our Design Technology curriculum is designed to progressively develop children’s skills in designing, making and evaluating through regular taught lessons. Children progressively acquire, use and apply an understanding of mechanical and electrical systems. We use the National Curriculum along with ‘Projects on a Page’ Scheme of work to ensure coverage and progression across the school. All our children in KS2 will have regular design technology lessons, although this is often ‘blocked’ to help with both staffing and practical resources.  

Each year group has a unit of work based on the ‘Cooking and Nutrition’ elements of the curriculum, most of which focus on savoury foods which the children would be able to recreate at home.

Our overall aim is to equip the children with skills in order to be able to tackle practical problems in the real world.

Implementation

Children are encouraged and supported to develop their design and making skills through drawings, making prototypes and creating models. As confidence and skill grows, children record their work through pictures, labelled diagrams and exploded drawings. Making skills will be developed through simple cutting and gluing skills increasing through to supervised use of tools (such as saws) and glue guns.

How Design Technology is assessed:
We strive to ensure that our pupil’s attainment is in line or exceeds their potential when we consider the varied starting points of all our children. The learning challenges and progression grids are used to plan and teach Design Technology, ensure that children are accessing work at age related expectations, with regular opportunities to be challenged through higher-level objectives. 

Impact

Design Technology is monitored by the subject leader throughout all year groups using a variety of strategies such as book looks, learning walks, staff discussions and pupil interviews.  Feedback is given to teachers and leaders use the information to see if the children know more and remember more.  

Assessment data is collected using Insight Tracking which all stakeholders can access and used to monitor progress of learning.