Subject Purpose
At John Scurr Primary School, Design and Technology prepares pupils to participate confidently in an increasingly technological world. Through designing, making, evaluating and improving products, pupils learn to solve real problems, think creatively and apply knowledge from across the curriculum.
As a Lead CUSP Curriculum School, we have deliberately chosen the evidence-informed CUSP Design and Technology curriculum because of its carefully sequenced knowledge, clear progression and emphasis on purposeful design. The curriculum develops both substantive knowledge (the technical knowledge pupils learn about materials, structures, mechanisms, food and nutrition, textiles and electrical systems) and disciplinary knowledge (how designers identify needs, generate ideas, create solutions, evaluate products and refine designs). These two forms of knowledge are deliberately taught together so that pupils not only know more about Design and Technology, but also understand how successful products are designed, developed and continually improved.
Design and Technology enables pupils to become resourceful, innovative and resilient learners. Pupils learn that successful design rarely happens first time; it requires planning, testing, refining and evaluating. Through this iterative process, they develop creativity, perseverance, critical thinking and pride in producing high-quality outcomes.
Our curriculum ensures pupils gain secure knowledge and understanding of structures, mechanisms, textiles, food and nutrition, materials and electrical systems. They learn to select appropriate materials, use tools safely and accurately, and understand how design decisions influence the functionality, sustainability and quality of products.
The aim is for pupils to leave John Scurr as confident, creative and resilient designers who can identify problems, generate ideas, evaluate solutions and apply their knowledge to design purposeful products for real users and real contexts. They understand that successful design is an iterative process, requiring creativity, resilience, precision and continual refinement.
Curriculum Journey
Design and Technology is taught through the evidence-informed CUSP Design and Technology curriculum from the Early Years Foundation Stage to Year 6. The curriculum provides a carefully sequenced journey that develops pupils' technical knowledge, practical skills and disciplinary understanding through the concept of Working as Designers.
Knowledge is deliberately sequenced and systematically revisited so that pupils continually strengthen their understanding of key technical concepts in increasingly sophisticated contexts. Each unit builds upon previously taught knowledge, enabling pupils to make meaningful connections, refine practical skills and apply prior learning when designing and creating increasingly complex products.
The curriculum is organised around six interconnected areas of Design and Technology, enabling pupils to continually revisit and deepen their technical knowledge, practical skills and understanding of the design process.
Pupils revisit each area throughout the curriculum, enabling them to strengthen prior knowledge, refine technical skills and apply increasingly sophisticated design thinking in new contexts. For example, pupils move from simple joining and fastening techniques in Key Stage 1 to designing and constructing increasingly complex products using a wide range of tools, materials and components in Key Stage 2.
Knowledge is deliberately sequenced across year groups so that pupils understand how design decisions are influenced by purpose, audience, functionality, materials and constraints. As pupils progress through the curriculum, they develop increasingly sophisticated technical knowledge whilst understanding how products are designed, manufactured, evaluated and improved in the wider world.
Early Design Foundations
Design and technological understanding begins in the Early Years through purposeful play, construction, exploration and carefully planned adult interactions.
Children investigate how everyday objects work, explore different materials, build simple structures, develop fine motor control and begin to solve practical problems through designing and making. Through carefully planned opportunities, children learn to select appropriate resources, test ideas, adapt their designs and talk about what they have created.
These early experiences establish secure foundations for increasingly sophisticated designing, making and evaluating throughout primary school.
Key Stage 1
Pupils develop confidence in designing, making and evaluating products that solve simple problems and meet clear design criteria.
They learn basic construction techniques, develop food preparation skills, explore mechanisms and structures, investigate simple textiles and begin to understand how materials influence the effectiveness of a product. Teachers explicitly teach technical vocabulary and practical skills, enabling pupils to explain design choices with increasing confidence.
Lower Key Stage 2
Pupils deepen their technical understanding by exploring increasingly complex structures, mechanisms, textiles, food and nutrition and electrical systems.
They become increasingly confident in planning designs, selecting appropriate materials and tools, applying technical knowledge and evaluating products against clear success criteria. Pupils begin to understand how designers respond to user needs, constraints and functionality when creating products.
Upper Key Stage 2
Pupils apply their technical knowledge with increasing independence across more complex design challenges.
They develop increasingly sophisticated design thinking, refine practical skills and confidently evaluate products using evidence and design criteria. Pupils consider functionality, sustainability, user needs and quality when making design decisions, understanding that successful products are continually improved through testing, evaluation and refinement.
Working as Designers
Pupils develop the disciplinary knowledge needed to work as designers throughout every stage of the curriculum.
They learn that designers do far more than make products. They identify problems, investigate existing products, generate ideas, communicate designs, create prototypes, test solutions, evaluate effectiveness and continually improve their work.
As pupils progress through the curriculum, they increasingly learn to:
- identify problems and opportunities
- investigate existing products
- generate creative ideas
- communicate designs effectively
- select appropriate materials and tools
- apply technical knowledge accurately
- test and evaluate products
- refine designs in response to evidence and feedback.
Teachers explicitly model these design behaviours so that pupils understand not only what to make, but why successful design requires continual evaluation, adaptation and improvement.
Further Information
For further information, please refer to:
- Design and Technology Curriculum Map
- CUSP Design and Technology Progression Documents
- Design and Technology Vocabulary Progression
- Knowledge Organisers
- Subject Progression Documents
Implementation
Design and Technology at John Scurr is taught through the carefully sequenced implementation of the CUSP Design and Technology curriculum. Through the disciplinary lens of Working as Designers, pupils develop secure technical knowledge alongside the practical understanding needed to design purposeful products, solve problems creatively and evaluate the effectiveness of their ideas.
Leaders continually evaluate curriculum implementation through instructional coaching, professional dialogue, lesson visits, Pupil Book Study and curriculum review. This ensures the intended curriculum is implemented consistently across the school and that every pupil experiences the same ambitious Design and Technology curriculum.
Learning is carefully sequenced so that new technical knowledge builds upon previously taught knowledge. Teachers make explicit connections between current and prior learning, enabling pupils to strengthen their understanding of materials, mechanisms, structures, food, textiles and electrical systems whilst applying previously taught knowledge to increasingly complex design challenges.
Working as Designers
Working as Designers is the disciplinary thread that runs throughout the Design and Technology curriculum.
Pupils learn that designers do far more than make products. They identify problems, investigate existing products, generate ideas, communicate designs, create prototypes, test solutions, evaluate outcomes and continually improve their work in response to evidence, user needs and design criteria.
Teachers explicitly model the design process, making successful design thinking visible through careful explanation, demonstration and evaluation. Pupils learn that successful products are rarely achieved on the first attempt and that testing, modification and refinement are valuable parts of the design process.
As pupils move through the curriculum, they become increasingly confident in designing, making, testing, evaluating and refining products in response to evidence, user needs and design criteria.
Communication
Communication is central to successful designing.
Pupils regularly explain and justify their design decisions, discussing:
- design criteria
- user needs
- functionality
- materials
- suitability
- strengths and limitations
- improvements and refinements.
Teachers explicitly model subject-specific vocabulary and encourage pupils to explain not only what they have designed, but why particular decisions have been made. Through structured discussion, pupils evaluate their own work and the work of others, offer constructive feedback and refine ideas before producing final outcomes.
Building Technical Knowledge
Teachers explicitly teach the substantive knowledge required for each unit before pupils begin independent design work.
This includes knowledge of:
- properties of materials
- mechanisms and movement
- structures and stability
- nutrition and healthy eating
- electrical components and systems
- appropriate tools and techniques.
Knowledge is deliberately revisited throughout the curriculum so that pupils strengthen existing understanding, make meaningful connections between units and confidently apply previously learned knowledge to new design challenges. Regular retrieval enables pupils to retain key technical knowledge and apply it confidently when designing and evaluating increasingly complex products.
Modelling and Practice
Teachers use explicit instruction to introduce new practical skills through carefully sequenced modelling and guided practice.
Teachers explicitly model:
- design drawing
- planning processes
- accurate measuring
- tool use
- construction techniques
- food preparation
- joining and finishing techniques
- evaluation methods.
Pupils then practise these skills with increasing independence. Practical work is purposeful and directly linked to curriculum knowledge rather than isolated craft activities. Teachers provide timely feedback throughout the design process, enabling pupils to refine techniques, improve accuracy and produce high-quality outcomes.
Designing, Making and Evaluating
Every Design and Technology unit follows the iterative design process:
- Design
- Make
- Evaluate
Pupils begin by identifying the purpose of a product and considering the needs of the intended user. They generate ideas, produce annotated designs and plan how their product will be made. During construction, pupils apply technical knowledge and practical skills whilst continually reviewing the effectiveness of their work.
Evaluation is embedded throughout the process rather than being reserved for the end of a project. Pupils regularly compare their work against design criteria, identify strengths, suggest improvements and refine products in response to testing and feedback.
Connections Across the Curriculum
Design and Technology draws upon knowledge from across the wider curriculum.
Pupils apply learning from:
- Mathematics when measuring accurately, calculating dimensions and interpreting scale.
- Science when selecting materials, understanding forces and investigating electrical systems.
- Computing when considering systems, control and technological innovation.
- Art and Design when developing visual ideas, aesthetics and presentation.
These meaningful connections help pupils understand that design problems are rarely solved through one subject alone and demonstrate how knowledge from different disciplines can be combined to create purposeful solutions.
Adaptive Teaching
Adaptive teaching ensures that every pupil accesses the same ambitious Design and Technology curriculum.
Teachers anticipate potential barriers and provide appropriate adaptations without lowering expectations. These may include:
- pre-teaching technical vocabulary
- visual instructions and design prompts
- teacher modelling and worked examples
- adapted tools or equipment
- scaffolded planning formats
- carefully selected materials
- structured partner talk
- carefully planned adult support.
Adaptations change the route into learning rather than reducing the ambition of the curriculum.
Our Keep Up, Not Catch Up philosophy ensures pupils receive timely support so they remain fully engaged with the intended curriculum alongside their peers.
A Visitor Would See…
A visitor to a Design and Technology lesson at John Scurr would see pupils actively solving problems rather than simply making products. They would observe teachers explicitly modelling design thinking, technical skills and craftsmanship whilst pupils confidently design, construct, test and refine purposeful outcomes.
They would hear pupils using precise technical vocabulary to explain design decisions, justify the selection of materials and evaluate products against agreed success criteria. Pupils would discuss strengths, identify improvements and demonstrate resilience when modifying designs in response to testing and feedback.
They would also see pupils testing products, responding to feedback and refining designs throughout the learning process, recognising that evaluation is an integral part of successful design rather than an activity completed only at the end of a project.
Across the school, visitors would see carefully sequenced learning, purposeful retrieval of technical knowledge and practical activities directly linked to curriculum intent. They would observe pupils working safely with increasing independence, applying knowledge from across the curriculum and taking pride in producing well-crafted, purposeful products.
Assessment
Assessment identifies what pupils know, understand and can do as designers. It enables teachers to strengthen learning, adapt teaching and evaluate the impact of the Design and Technology curriculum over time.
Assessment is continuous, formative and rooted within the design process. It is used to improve learning rather than create unnecessary administrative workload. Teachers use assessment to identify misconceptions, strengthen technical understanding and ensure pupils successfully build upon previously taught knowledge.
Formative Assessment
Teachers continually assess pupils through:
- cumulative retrieval quizzes throughout each unit
- targeted questioning
- observation
- pupil discussion
- practical application
- product evaluation
- teacher feedback.
Assessment focuses on whether pupils can:
- recall and apply previously taught technical knowledge
- select appropriate materials, tools and techniques
- demonstrate practical skills accurately and safely
- justify design decisions using subject-specific vocabulary
- evaluate products against agreed design criteria
- refine products in response to testing, feedback and evidence.
Teachers use responsive assessment throughout lessons to identify misconceptions and adapt teaching accordingly. Short, cumulative retrieval quizzes are used throughout each unit to strengthen long-term memory, revisit previously taught learning and identify misconceptions before pupils move on.
End-of-Unit Assessment
At the end of each CUSP Design and Technology unit, pupils complete an evaluation of both the finished product and the knowledge they have acquired.
Assessment outcomes are considered alongside teachers' professional judgement, classroom evidence and Pupil Book Study to identify strengths, address misconceptions and inform future teaching. Teachers consider pupils' design thinking, technical knowledge, practical skills, craftsmanship and evaluation when identifying next steps for individuals, groups or whole classes.
Leadership and Curriculum Evaluation
The Subject Leader evaluates the quality and impact of the Design and Technology curriculum through:
- lesson visits
- Pupil Book Study
- pupil voice
- professional dialogue
- planning scrutiny
- assessment information
- curriculum review.
Monitoring considers whether:
- the intended curriculum is implemented consistently
- pupils remember and apply previously taught technical knowledge
- pupils are developing the disciplinary knowledge needed to work as designers
- subject-specific vocabulary is explicitly taught and accurately applied
- practical outcomes demonstrate secure technical understanding rather than isolated craft activities
- adaptive teaching removes barriers without reducing ambition
- pupils design, make, evaluate and refine products with increasing independence.
Findings are triangulated to celebrate strengths, identify priorities and inform coaching, professional development, curriculum refinement and resource allocation.
Inclusion
Every pupil is entitled to access the full ambition of the Design and Technology curriculum regardless of their starting point, language background or additional need.
Adaptive teaching ensures that all pupils access the same ambitious Design and Technology curriculum. Teachers anticipate potential barriers and provide carefully planned adaptations whilst maintaining consistently high expectations for technical understanding, practical application and design thinking.
Adaptations may include:
- pre-teaching technical vocabulary
- visual instructions and design prompts
- teacher modelling and worked examples
- adapted tools or equipment
- scaffolded planning formats
- carefully selected materials
- structured partner talk
- carefully planned adult support.
Adaptations change the route into learning rather than reducing the ambition of the curriculum.
Our Keep Up, Not Catch Up philosophy ensures pupils receive timely support so they remain fully engaged with the intended curriculum alongside their peers.
Teachers adapt the way pupils demonstrate their learning without reducing the technical challenge or design expectations. Practical scaffolds, adapted equipment and carefully structured support enable pupils to participate fully in the design process whilst developing increasing independence.
Where additional needs have been identified, teachers work closely with the SENDCo, families and external professionals to ensure pupils receive coordinated support that enables them to access the full Design and Technology curriculum and flourish as confident designers.
What Success Looks Like
The aim is for pupils to leave John Scurr as confident, creative and resilient designers who can identify problems, generate ideas, apply technical knowledge and evaluate solutions. They understand that successful design is an iterative process and can confidently use their knowledge and practical skills to create purposeful products that meet the needs of a user or solve a real problem.
The aim is for pupils to know:
- how products are designed, developed and improved
- the properties and suitability of different materials
- key principles of structures, mechanisms, textiles, food and nutrition and electrical systems
- how design decisions are influenced by purpose, audience and functionality
- the technical vocabulary required to discuss products and processes accurately.
The aim is for pupils to understand:
- that successful design is an iterative process involving continual testing and refinement
- that products are created to solve problems and meet the needs of users
- how materials, structures and mechanisms influence the effectiveness of products
- that evaluation and improvement are essential parts of successful design
- how Design and Technology draws upon knowledge from a range of curriculum disciplines.
The aim is for pupils to be able to:
- identify design problems and generate creative solutions
- communicate design ideas through drawings, annotations and discussion
- select appropriate materials, tools and techniques
- apply practical skills accurately and safely
- construct purposeful products
- test, evaluate and refine products against agreed design criteria
- apply technical knowledge confidently to unfamiliar design challenges.
The aim is for pupils to communicate by:
- explaining design decisions using subject-specific vocabulary
- justifying the selection of materials, tools and techniques
- evaluating products thoughtfully and constructively
- suggesting improvements using evidence gathered through testing
- presenting design ideas clearly and confidently through discussion, drawing and written evaluation.
Our Ambition
Our ambition is for every pupil to leave John Scurr as a thoughtful designer who understands that successful products are created through creativity, technical knowledge, resilience and continual improvement. Pupils appreciate that good design solves problems, responds to the needs of users and improves everyday life. They communicate their design thinking confidently, apply practical skills with increasing precision and are equipped to use their creativity to solve problems both within school and beyond.
Subject Non-Negotiables
The following expectations should be consistently evident in Design and Technology lessons across John Scurr Primary School.
Curriculum
- The CUSP Design and Technology curriculum is implemented with fidelity, ensuring the intended curriculum is delivered consistently across the school.
- Substantive and disciplinary knowledge are taught together.
- Knowledge is carefully sequenced and systematically revisited to strengthen long-term memory.
- New learning is explicitly connected to previously taught knowledge.
Working as Designers
- Working as Designers is explicitly developed throughout every unit.
- Every unit follows the iterative process of Design, Make and Evaluate.
- Pupils investigate, design, make, test, evaluate and refine products with increasing independence.
- Pupils routinely test, evaluate and improve products throughout the design process rather than only at the end of a unit.
- Teachers explicitly model design thinking and practical techniques before independent application.
Technical Knowledge and Practical Skills
- Subject-specific vocabulary is explicitly taught, deliberately revisited and routinely applied.
- Practical activities are purposeful and directly linked to curriculum knowledge.
- High expectations are maintained for accuracy, craftsmanship, presentation and finish.
- Pupils use appropriate tools, materials and techniques safely and effectively.
Assessment
- Cumulative retrieval quizzes strengthen long-term memory throughout each unit.
- Assessment informs responsive teaching and curriculum evaluation.
- Practical outcomes demonstrate both secure technical knowledge and effective application.
- Pupils routinely evaluate products and identify improvements.
Inclusion
- Every pupil accesses the same ambitious Design and Technology curriculum.
- Adaptive teaching removes barriers without lowering ambition.
- Appropriate practical, visual and communication scaffolds enable all pupils to participate fully.
- Our Keep Up, Not Catch Up approach ensures pupils receive timely support.
Leadership
- Leaders evaluate curriculum implementation through lesson visits, Pupil Book Study, pupil voice, curriculum discussions and professional dialogue.
- Monitoring informs coaching, professional development and curriculum refinement.
- Leaders ensure every pupil experiences a consistently ambitious Design and Technology curriculum.