Intent:

The intent of the CUSP Design and Technology curriculum is to develop our children’ competencies as designers, equipping them with the skills and knowledge required across various disciplines, including food and nutrition, mechanisms, structures, systems, electrical systems, materials, and textiles. The curriculum is designed with vertical progression, ensuring that each discipline is revisited at increasing levels of challenge and complexity throughout our children’s primary education. Key to this curriculum is the development of our children’s practical design skills, including working as a designer, problem-solving, and creative thinking. The goal is for children to become skilled, confident, and reflective designers who are able to approach design tasks with critical thinking and an understanding of the processes involved. Additionally, the curriculum integrates a strong focus on oracy and vocabulary, enabling our children to communicate their ideas and understand the technical language of design and technology.

Implementation:

CUSP Design and Technology is implemented through a series of carefully sequenced modules, each focusing on a specific discipline and including a range of activities that build skills progressively. These modules are structured to promote vertical progression, where each discipline is revisited and developed over time, increasing in complexity and depth. Additionally, the curriculum includes a focus on developing our children’ oracy skills, ensuring they can effectively use the language of design and technology in discussions about their work and the work of others.

Impact:

The impact of the CUSP Design and Technology curriculum is seen in the progression of children’s design skills and their ability to apply these skills creatively and critically. As they move through the curriculum, children develop an increasing understanding of key design disciplines and a deeper proficiency in applying this knowledge to real-world tasks. By the end of their primary education, our children are confident in their ability to plan, design, create, and evaluate, demonstrating a thorough understanding of the design process. Additionally, the emphasis on oracy and vocabulary ensures that children can clearly communicate their ideas, both verbally and in written form, using the correct technical language. Teachers are supported in assessing progress, both in terms of practical design skills and our children’ understanding of the concepts taught. The structured approach, combined with the development of practical, cognitive, and communication

skills, ensures that our children leave primary school with a strong foundation in design and technology, prepared to continue building on these skills in future education.