Design and Technology
Intent - What do we want for our developing designers?
At Horn’s Mill, our aim is to provide a high-quality, skills-based Design and Technology curriculum that builds resilience and inspires children to be creative, imaginative and confident designers. Our curriculum is structured to ensure clear progression and meets National Curriculum expectations, while also preparing pupils for the transition into secondary school.
Through a sequential process of researching, designing, making and evaluating, pupils develop technical knowledge and practical skills across textiles, construction and food. Each project has a clear purpose and user, and where possible, links meaningfully to the wider curriculum.
We value independence and problem-solving; skills are carefully modelled, common misconceptions addressed, and children are encouraged to refine, improve and take ownership of their work. Throughout the curriculum, pupils learn about a diverse range of designers and makers, understanding the impact design has had on society and how it continues to shape the world today.
Implementation - How is the curriculum delivered?
Design and Technology is taught by a specialist teacher, with projects delivered in focused units that alternate half-termly with Art. Teaching is organised around three key disciplines - construction (card), textiles and food - ensuring depth of skill development and high-quality outcomes.
Each project follows a clear sequence of researching, designing, making and evaluating, with these principles reinforced throughout the school. Children investigate existing products, identify a user and purpose, and develop design criteria before communicating their ideas through drawings, models or patterns. As they progress, pupils apply increasingly complex skills and begin to use more advanced tools, materials and techniques.
Resilience is embedded within lessons. Teachers model trial and error, share real examples of iterative design and draw on quotations and stories from diverse designers to normalise challenge, experimentation and revision.
Technical knowledge and vocabulary are taught explicitly and revisited regularly, covering areas such as construction techniques, textiles, mechanisms, electrical systems, food preparation and nutrition. In KS2, pupils also conduct market research, using findings to inform their own product designs.
During the making process, children use a wide range of equipment and materials, including recycled resources where appropriate. They are encouraged to problem-solve, adapt and improve their work independently and collaboratively. Pupils test and evaluate their products against design criteria and consider feedback from peers to refine their final outcomes.
Curriculum Enrichment
Where possible, DT learning is enriched by contacting the designers and makers we learn about to enable children to pose questions and to seek feedback about their work. At Horn’s Mill, we involve the public in our market research and provide opportunities for children to showcase their work, whether this is around school or at local places. We look for opportunities for children to join in with community events, such as designing logos for a t-shirt for the Four Villages Marathon which takes places yearly in our village.
Impact - How do we know our DT curriculum is effective?
At Horn’s Mill, we want our pupils to think and work like designers - creative, imaginative and resilient. Our Design and Technology curriculum is built around a carefully sequenced set of essential learning statements that ensure children develop strong skills in designing, making, evaluating and technical knowledge. Through a focus on construction, textiles and food, pupils learn to research, plan and create purposeful products for real users. Lessons teach children to problem-solve, test ideas, refine their work and tackle challenges independently, with teachers modelling that design is an iterative process where experimenting, adjusting and learning from mistakes are all vital parts of success. Children encounter a diverse range of designers whose ideas have shaped the modern world, helping them understand the significance of design in society.
We know our curriculum is effective because pupils can clearly articulate the processes they follow and the decisions they make, using accurate technical vocabulary. Their design journeys, captured in floor books, show the progression of skills, knowledge and independence expected within our essential learning statements. Final products across the school demonstrate increasing accuracy, creativity, complexity and functionality as children move through the year groups. Evaluations show that pupils understand the purpose of their work, can judge how well it meets the design criteria and can identify meaningful improvements. By the time children leave Horn’s Mill, they have developed the knowledge, confidence and practical capability to continue thriving in Design and Technology at secondary school and beyond.
If you have any further enquiries relating to the geography curriculum, please email Mrs Caroe on ecaroe@hornsmill.cheshire.sch.uk.