Irwin Avenue, Rednal, Birmingham, B45 8QY

0121 453 2520

Rednal Hill Junior School

Together we can turn possibility into reality

Design and Technology

We have integrated our Art & Design and Design Technology with our Humanities, the curriculum overviews are available to download below.

Intent statement 

Creativity and innovation is recognised at Rednal Hill Junior School as a key element in preparing our learners to be successful, productive citizens of the future. Our Design and technology curriculum is scoped around ‘Four Creative and Innovative Levers’. These key leavers will offer an opportunity for our learners to develop their imagination, creativity and innovation alongside key areas linked to our overall curriculum statement.

Key Levers:

  • Imagination
    • Make links
    • Solve problems
    • Divergent and cognitive thinking
    • Being creative and have developing individuality
    • Celebrate others individuality and work as part of a team.
    • Think and evaluate like an engineer
  • Communication (Link with whole school P4C initiative)
    • Communicate ideas effectively
    • Work as part of a team
    • Think critically
    • Increase vocabulary
  • Determination
    • See things through
    • Try out a new skill
    • Dare to be different
    • Be innovative
  • Knowledge and skills
    • Use prior knowledge from other subjects like maths, science and art.
    • Improve knowledge of design history and the impact of design on society and daily lives
    • New design and technology subject specific words
    • Develop practical and technical expertise
    • Broaden experiences
    • Understand and apply nutrition and learn how to cook.


Money from pupil premium is allocated to pay for trips and workshops for children to experience a breadth of design culture. Effective communication is at the heart of our curriculum, we want our pupils to be able to talk about the design technology that they have experienced, seen or created using extended vocabulary that the ‘Four Innovative Levers’ facilitate.


Design Technology has a planned unit of work that is linked to a class topic. Lessons are sequenced to ensure pedagogy of the subject and are mindful of cognitive overload. A typical sequence will be as follows:

  • Problem based enquiry that is real and relevant
  • Evaluating and being critical of existing designs
  • Innovative designs using divergent and convergent thinking
  • Drawing, planning and annotating their designs
  • New skills and technique practise
  • Team or individual practical makes
  • Evaluating product against design problem.

Throughout the teaching and learning of Design and technology, children will be metacognitive. They will be thinking and talking about the Four Innovative Levers. A Four Innovative Lever model will allow time for children talk about the thinking skills that they have used in the lesson and to reflect and self- assess their design knowledge and skills. Recaps are included in lessons regularly to test the knowledge lever e.g. design words learnt, to ensure commitment to long-term memory.

Technical Knowledge will be based on five areas. They are: Cooking and Nutrition, Electrical Systems, Mechanical Systems, Complex Structures and Computing. Each of these areas will be taught on a two year cycle, once in Year 3 or 4 and then again in Year 5 or 6.

Projects will be authentic where designs and practical makes are purposeful and led by a problem that needs to be solved.  Contexts for these design projects will include: Enterprise, Wider Environment, Industry, Culture, Home and School.

The subject leader will carry out the following:

  • Check that a range of designers and design periods, technical knowledge and contexts are balanced throughout the school's delivery of design and technology by providing a yearly overview.
  • Ensure that design and technology provision is inclusive and reflects the diversity of British culture and values.
  • Support development of unit planning to ensure progression of skills and knowledge in this subject and deliver clear guidance of expectations with staff.
  • Monitor sketchbooks and records of pupil voice to evidence progression of the ‘Four Innovative Levers’ and lesson sequences and that projects are inspiring.
  • Provide in house training and support on the new levers as well as the pedagogy of Design and technology.
  • Seek out new art partnerships, trips and experiences.
  • Start the process of auditing design technology through the Design and Technology Association.
  • Ensure that the community of Rednal Hill Junior School is included in celebrating successes. E.g. parents and governors.


Our children will make progress in thinking philosophically, creatively and innovatively. They will be confident to talk about their role as a designer of products, by referencing design experiences and knowledge.

Design and technology progression of skills will be evident in sketchbooks. There will be an increase in children’s and teachers’ comments on the Unit plan cover page as the teachers and children learn to value critical reflection. Projects undertaken will be inspiring, real and relevant.

Children will be able to talk about their designs and practical work , or that of others , using the metacognitive language of the Four Innovative  Levers. This will be evidenced in pupil sketchbooks, lesson observations, staff conferencing and pupil conversations. Children will have made progress in their understanding of what innovation is. This will be evidenced in pupil questionnaires. Recaps and tests of design knowledge and vocabulary will be evidenced in sketchbooks and will show progression of children's capacity to commit these to long term memory.

The subject leader will also be evidencing that implementation for her role has taken place and will be held responsible for this during performance management meetings.