Across the Black Country Federation, we believe that Design and Technology (D&T) plays a vital role in developing creativity, problem-solving and practical skills from the earliest stages of a child’s education. Our CUSP (Curriculum with Unity Schools Partnership) Design and Technology curriculum is carefully structured so that pupils:

• Develop secure technical knowledge and practical skills, learning to design, make and evaluate across a range of disciplines.
• Tackle creative challenges, applying their understanding of materials, structures and engineering principles to real-life contexts.
• Build knowledge of nutrition and food technology, developing food preparation skills and an understanding of healthy eating from EYFS onwards.
• Explore mechanical and electrical systems, learning how products work and how they can be improved.
• Grow in their awareness of sustainability, considering the use of recycled materials and environmentally responsible design choices.

Our aim is that every child leaves EYFS and Key Stage 2 with a strong foundation in practical design skills, the ability to think critically and creatively, and the confidence to innovate.

Design and Technology in EYFS: Early Foundations

In EYFS, D&T is embedded within “Creating with Materials” and “Understanding the World”. Children begin to develop:

• Early construction and making skills, including cutting, shaping and assembling materials using simple tools.
• An understanding of different materials such as paper, fabric, wood and plastics, and their properties.
• Basic food preparation knowledge, including healthy choices, textures and safe handling.
• Early design thinking, planning and adapting their ideas through play and discussion.

Through both continuous provision and focused activities, children:

• Build models using construction kits, blocks and recycled materials.
• Learn to use scissors, glue and other simple tools safely and effectively.
• Explore changes in food through simple cooking activities.
• Investigate how things move and work, laying foundations for learning about mechanisms in Key Stage 1.

This early experience of designing, making and evaluating prepares children well for the more structured curriculum that follows.

A Structured and Progressive Curriculum

The CUSP Design and Technology curriculum is organised into blocks of learning that include:

• Mechanisms – such as levers, pulleys, gears and axles.
• Structures – focusing on strength, stability and appropriate materials.
• Food and Nutrition – developing cooking skills and knowledge of healthy eating.
• Textiles – exploring fabrics, joining techniques, weaving and stitching.
• Electrical Systems – learning about circuits, switches and motors.
• Understanding Materials – investigating properties, suitability and sustainable alternatives.

The Structure of a CUSP D&T Lesson

Each lesson follows a clear sequence to build knowledge and skills over time:

1. Activating Prior Knowledge
   Pupils revisit previously taught skills and concepts, making links to earlier learning and real-world examples.
2. Vocabulary and Disciplinary Knowledge
   Key technical vocabulary is taught explicitly so that pupils can discuss their ideas accurately. Core concepts such as stability, functionality and precision are reinforced.
3. Design and Modelling
   Pupils sketch, annotate and plan their ideas using age-appropriate techniques. They may use templates, prototypes or simple 3D modelling to refine their thinking.
4. Making and Practical Application
   Children construct, assemble and test their designs using a range of materials and tools. Where appropriate, this includes mechanisms, textiles or electrical components.
5. Evaluation and Refinement
   Pupils evaluate their finished products, identifying strengths and areas for improvement. Opportunities for peer and self-evaluation support reflection and further development.

This approach ensures that D&T is taught as both a practical and academic subject, with clear progression in knowledge and skill.

Design and Technology across the federation: Local Context

We make purposeful links to the area’s industrial heritage so that learning is meaningful and relevant. Pupils explore the history of local glassmaking, metalwork and engineering, and consider how these traditional industries connect to modern design and manufacturing. Where possible, we draw on local expertise to help pupils understand how design and technology operate beyond the classroom.

Assessment in D&T

Assessment is ongoing and focused on the development of practical skills and technical understanding. This includes:

• Sketchbooks and design portfolios that show progression in planning, making and evaluating.
• Observation of practical skills such as cutting, joining, assembling and finishing.
• Opportunities for pupils to explain their thinking using appropriate technical vocabulary.
• Evaluation of completed products against clear success criteria and intended purpose.

The Impact of Our Curriculum

By the time pupils leave our school, they are:

• Confident designers who can generate, develop and communicate ideas effectively.
• Technically secure in a range of practical skills, including construction, mechanisms and food preparation.
• Thoughtful evaluators who can reflect on and improve their own work.
• Well prepared for Key Stage 3, with a strong grounding in problem-solving and technical understanding.

Our Design and Technology curriculum ensures that children leave primary school with practical skills, resilience, creativity and a genuine understanding of how design shapes the world around them.

Further Information

For more information about our CUSP D&T curriculum, including overviews, sketchbook exemplification materials and local enrichment opportunities, please contact our Curriculum Lead, Tom Amphlett, at info@brierley.dudley.sch.uk.